One World, One Classroom

Holistic and successful lifelong learners are nurtured through learning opportunities that captivate their innate sense of wonder and curiosity and ignite the power of all their senses. Children need opportunities to explore their natural world in unstructured frameworks. Engaging in active learning within the classroom setting is also vital for their development.

Finding a balance is key to fostering excited learners, inspiring creative thinkers and enhancing the wellbeing of every student.

Richard Louv, American author of the International Best Seller, Last Child in the Woods: Saving our Children from Nature-Deficit Disorder and also the inspiration behind the ‘no child left inside’ movement, is a strong advocate for connecting children to the natural world of endless creative play and learning opportunities. Founder of the website, Children and Nature Network, he continues to build the evidence base for advancing the children and nature movement that has gained international traction and participation. His evidence-based research highlights the true benefits of outdoor learning: better academic performance, enhanced attention, increased engagement and enthusiasm, improved behaviour and long-term memory retention. In an interview with The Sydney Morning Herald, Louv states, “…education research indicates that when nature is included in the curriculum, student achievement levels rise in core academic areas, including reading, maths and science and there is also a reduction in discipline problems and symptoms of ADHD (Attention Deficit Hyperactivity Disorder).”

A 2019 critical review, Do Experiences With Nature Promote Learning? Converging Evidence of Cause-and-Effect Relationship, reviewed hundreds of studies that examined this exact question and also found strong evidence that “…experiences of nature boost academic learning, personal development and environmental stewardship.” After their robust literature review they concluded that “…it is time to take nature seriously as a resource for learning – particularly for those not effectively reached by traditional instruction.”

In a generation where outdoor play spaces are decreasing in size, outdoor playtimes are curtailing by the minute and there is mounting pressure on standardised testing, it seems that the world’s natural wonder is becoming less accessible to the children of the future. The ‘no child left inside’ movement and the ever-growing research database provides a strong case for ensuring that the importance of outdoor education remains at the forefront of curriculum frameworks and that the children of the future continue to enjoy the vast educational opportunities that lie beyond the classroom walls.

‘Tell me and I will forget, show me and I may remember, involve me and I will understand’ – Confucius