As the education sector continues to prioritise pupil wellbeing, engagement, and environmental sustainability, senior leaders are increasingly called upon to rethink effective teaching and learning. A growing body of research suggests that nature-based instruction, which integrates outdoor, experiential learning with the natural world, offers a powerful, evidence-based strategy to enhance student outcomes and support whole-school priorities.
The Evidence: Not Just a Trend
Nature-based learning has been shown to outperform traditional instruction in several domains. Research consistently reports significant improvements in perseverance, critical thinking, problem-solving, leadership, teamwork, and resilience when students are engaged in outdoor learning (Kuo, 2019). These outcomes align directly with Ofsted’s Education Inspection Framework and support long-term pupil development.
Moreover, the Connectedness to Nature Scale (CNS)—developed to assess affective engagement with the natural world—reveals that students who report feeling emotionally bonded to nature also tend to demonstrate greater empathy, wellbeing, and environmental responsibility (Mayer & Frantz, 2004, as cited in Andrejewski & Mowen, 2014).
Health, Wellbeing, and Whole-School Culture
A large-scale study in England involving 4,960 adults found strong associations between contact with nature, emotional connectedness, health, wellbeing, and pro-environmental behaviour (Martin et al., 2020). These findings have major implications for school development planning. Nature-based education supports not only individual pupil wellbeing but also the development of a positive, sustainable school culture.
As Martin et al. (2020) concluded, “interventions increasing both contact with, and connection to nature, are likely to be needed in order to achieve synergistic improvements” (p. 1179). This integrated approach complements a whole-child development strategy and contributes meaningfully to personal development, as defined by current inspection criteria.
Strategic Leadership and Implementation
For senior leaders, the shift toward nature-based learning presents an opportunity to innovate across the curriculum and promote staff development. Strategic actions might include:
- Curriculum Integration: Embed outdoor learning into science, geography, literacy, PSHE, and beyond.
- Staff Training: Prioritise CPD in outdoor and environmental pedagogy.
- Community Engagement: Forge partnerships with local green spaces, environmental charities, and wildlife groups.
- Inclusion and Equity: Ensure accessible, differentiated opportunities for pupils with SEND and those with limited prior exposure to nature.
In a UK-based study, pupils aged 11 to 12 who participated in an environmental education programme reported heightened awareness of their natural and cultural surroundings (Heras & Tàbara, 2020). Such initiatives support British Values and SMSC (spiritual, moral, social, and cultural development).
However, the impact of such interventions may vary depending on a pupil’s baseline connection to nature, highlighting the importance of targeted, inclusive approaches (Whitburn, 2020).
Aligning with National Policy
Nature-based learning supports national priorities, including the Department for Education’s Sustainability and Climate Change Strategy. As environmental literacy becomes increasingly central to UK education, senior leaders are well-positioned to lead the charge.
By embedding nature-based instruction into their strategic vision, school leaders can foster not only academic achievement but also resilience, well-being, and environmental citizenship—qualities essential for the next generation of learners and citizens.
References
Andrejewski, R. G., & Mowen, A. J. (2014). Environmental behavior change in children: The role of parents and the community. Environmental Education Research, 20(2), 215–229. https://doi.org/10.1080/13504622.2013.807326
Heras, R., & Tàbara, J. D. (2020). Education for sustainability through place-based learning: The contribution of participatory methods. Environmental Education Research, 26(3), 343–359. https://doi.org/10.1080/13504622.2019.1705433
Kuo, M. (2019). How might contact with nature promote human health? Promising mechanisms and a possible central pathway. Frontiers in Psychology, 10, 3055. https://doi.org/10.3389/fpsyg.2019.03055
Martin, L., White, M. P., Lorencatto, F., & Richardson, M. (2020). The impact of nature contact and nature connectedness on population health and pro-environmental behaviour. People and Nature, 2(4), 1170–1185. https://doi.org/10.1002/pan3.10137
Mayer, F. S., & Frantz, C. M. (2004). The connectedness to nature scale: A measure of individuals’ feeling in community with nature. Environment and Behavior, 36(4), 513–529. https://doi.org/10.1177/0013916503261188
Whitburn, J., Linklater, W. L., & Abrahamse, W. (2020). Meta‐analysis of human connection to nature and proenvironmental behavior. Journal of Environmental Psychology, 70, 101439. https://doi.org/10.1016/j.jenvp.2020.101439
