Once upon a time, the kid staring wistfully out of the window during class was thought to be a bad student but new Australian research indicates they might have had the right idea the whole time.
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Not enough schools are utilising their outdoor areas for learning opportunities and are thereby missing a trick when it comes to fully engaging their pupils, the University of South Australia study indicates.
"Nature-based play and learning can deliver significant benefits for children's health, wellbeing and development," researcher Dr Nicole Miller said.
"Yet these purpose-built nature play spaces and natural outdoor spaces are primarily being used for play, with very limited use to deliver curriculum learning.
"If schools and teachers can find ways to increase teaching core subjects in the outdoors, it's likely the children will be more engaged and connected to their learning."
Responses from 52 SA public primary schools were assessed in the study, with researchers finding that while nearly two thirds of the schools already have a purpose-built nature space and a further 25 intend building one, most use the spaces mostly for play as opposed to learning.
Schools and teachers are juggling so many different priorities, a crowded curriculum and a lack of training in outdoor learning opportunities may be to blame for the failure to make best use of the resources, the research concluded.
"To fully embrace nature play areas for increased learning opportunities, schools must try to address these barriers," Dr Miller said.
"We know nature-based play and learning can benefit students. This study shows schools across the state are investing in purpose-built nature spaces.
"The next step is to increase investment in teachers so we boost their skills and confidence to deliver the curriculum in these amazing outdoor areas."
The research follows a world-first 2020 study from the same university into the importance of nature play for students.
The study consolidated 16 studies into unstructured, free play in nature - from forests, to gardens; among rocks, mud, sand and water - ultimately concluding such spaces offered important opportunities for children's physical, social and emotional wellbeing.
It found that as well as the health-related fitness, motor skill, social and emotional benefits one might expect "getting dirty" in nature to offer, it also delivered improvements in cognitive and learning programs, including children's levels of attention and concentration, punctuality and settling in class, even after play.
"By playing in nature, children can build their physical capabilities - their balance, fitness, and strength. And, as they play with others, they learn valuable negotiation skills, concepts of sharing and friendships, which may contribute to healthy emotional and social resilience," lead researcher Kylie Dankiw said at the time.
Australian Associated Press
