Building Resilience Through Outdoor Learning

Ernst and Burcak (2019) stress “the importance of using the natural world and natural materials for open-ended exploration, discovery, and creativity” (2019, p. 2). 

It is important to produce a setting that allows pupils to develop their problem-solving skills, initiative and self-efficacy (Wright and Masten, 2005). This environment must be carefully constructed as “children need an environment in which they can flourish and grow and develop positive self-esteem” (Williams-Siegfredsen, 2017, p. 18). The current marketized economy driven education system is just not fitting for the long term, as it does not take into account cognitive emotional development. 

There have been many advocates for Outdoor Learning, and three pioneers of the development of a child lead learning system were Montessori, Froebel and Sørensen. Montessori focused on “allow[ing] the children to see their own mistakes and learn by voluntary repetition” (Lillard, 2018, p. 396). This is a key flaw in the current English curriculum, which directs pupils towards subjects that focus on league tables rather than those which may interest the child. This constant need to meet school/government expectation is counterproductive. It can be hypothesised that UK Government should be using this as a policy in 2022 in contrast to the current British system that does not seem to be building resilience. The development of Forest Schools in Denmark was ground-breaking and due to the current state of child mental health, some schools in 2022 are starting to recognise the importance of outdoor play and adopting elements of forest school within their English curriculums. “Changes in education policy have substantially restricted the amount of learning done through play and increased pressures on children at school” (Whitebread, 2017, p. 167) especially in the early English Key Stages. Whitebread (2017) references research conducted in 2015/16 (Brussoni, Gibbons and Gray, 2015) stating that “in adventurous outdoor play, children can challenge themselves, test out their limits, and learn to self-regulate their emotions” (Whitebread, 2017, p. 167). When one in six, six to 16 year olds in the UK are suffering from mental health disorders (NHS Digital, 2021), a focus on building a resilient child must be at the heart of the curriculum. 

Forest Schools through outdoor learning are the perfect way to build resilience and promote the wellbeing of children. The Forest School system is a Danish concept; “using the outdoors every day, all year round, as part of their pre-school education” (Williams-Siegfredsen, 2017, p. 8).  The Forest Schools concept has 7 key pedagogical principles:

  1. A holistic approach to children’s learning and development. 
  2. Each child is unique and competent. 
  3. Children are active and interactive learners. 
  4. Children need real-life, first-hand experiences. 
  5. Children thrive in child-centred environments. 
  6. Children need time to experiment and develop independent thinking. 
  7. Learning comes from social interactions. 

(Williams-Siegfredsen, 2017, p. 10)

All seven principles reference elements of resilience, its barriers and indicate how the current curriculum needs to change.  Now more than ever (post COVID) is the time to engage with the outdoors, weather that be in traditional core subjects or creative problem solving subject like drama, art and PE. 

Ernst, J. and Burcak, F. (2019) Young Children’s Contributions to Sustainability: The Influence of Nature Play on Curiosity, Executive Function Skills, Creative Thinking, and Resilience. Sustainability 11, 4212. https://doi.org/10.3390/su11154212

Lillard, A.S., 2018. Rethinking Education: Montessori’s Approach. Curr Dir Psychol Sci 27, 395–400. https://doi.org/10.1177/0963721418769878

NHS Digital (2017). Mental Health of Children and Young People in England, 2017 [PAS]. Available at: https://digital.nhs.uk/data-and-information/publications/statistical/mental-health-of-children-and-young-people-in-england/2017/2017 (Accessed: 23 Novemeber 2019)  

Whitebread, D. (2017) Free play and children’s mental health. The Lancet Child & Adolescent Health 1, 167–169. https://doi.org/10.1016/S2352-4642(17)30092-5

Williams-Siegfredsen, J., (2013) Understanding the Danish Forest School Approach: Early Years Education in Practice. Routledge. New York. 

Wright, M. and Masten, A. (2005) Resilience processes in development: Fostering positive adaptation in the context of adversity. In Handbook of Resilience in Children; Goldstein, S., Brooks, R., Eds.; Kluwer Academic Press: New York, pp. 17–37. 

Location: Harrogate, UK

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