Connecting with nature builds vital life skills, study shows

Outdoor learning gives children the opportunity to develop important skills not taught in the classroom, such as negotiation, resilience and independence, according to a new study.

Research into Forest Schools – hands-on experiences in woodland or natural environments – has found that youngsters develop important traits, such as social and environmental responsibility, which prepares them for later life.

The paper, published today in The Geographical Journal, reveals that learning outside the classroom can provide children with a sense of freedom and influence their attitudes towards learning whilst also enabling them to develop important skills that are valued by employers and work cultures.

These include social skills, confidence building, problem solving and creativity.

Children also felt more independent and grew to appreciate the great outdoors.

The one-year study carried out by human geographer Dr Helena Pimlott-Wilson and Dr Janine Coates, a lecturer in Qualitative Research Methods, both from Loughborough, looked at two mainstream schools in the East Midlands that are incorporating Forest School methods.

Fifteen children from reception and 18 children from Year 4 were interviewed, as well as four teachers: 37 in-depth interviews in total.

The findings show that Forest School can counteract the institutionalisation of mainstream settings by offering children alternative forms of more informal learning in outdoor environments.

The research also reveals that these softer skills are potentially overlooked in the current National Curriculum.

For example, when asked if soft skills are valued in the curriculum, one Reception teacher said: “Problem solving and creativity? Nowhere near as much as they could be.

“I think they’re valued in the workplace more importantly, aren’t they, it’s employers, it’s life skills as grown-ups. It probably doesn’t get as much value in the curriculum as it could, but it doesn’t mean just because the curriculum doesn’t understand it’s important, doesn’t mean it’s not important.”

Another teacher said: “They [children] probably don’t see it [Forest School] as your typical learning, what they perceive to be learning, because they just see reading and writing and maths as learning probably.

“I think parents perceive school as what have you learnt today, have you done any reading, have you done any writing, have you done any maths, and that seems to be the main thing. They associate the outdoors with playing, not working.”

The children were asked about their perceptions of classroom learning, outdoor engagement and Forest School experiences in the weeks following completion of Forest School programmes.

Their answers show that the role of learning in the classroom is rationalised not as part of childhood, but as part of a longer-term strategy towards a self-reliant adult future.

Children recognise that Forest School provides them with an environment where they can gain useful knowledge in a hands-on, playful manner.

However, the divergence from established approaches in mainstream school made it difficult for some of them to frame this knowledge as ‘educational’, and the perceived division between informal and formal learning was very pronounced.

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