• A report for Public Health Wales in 2014 found that 11.3% of children in Wales are obese. It found that 26% of children starting school had an unhealthy Body Mass Index (BMI).This is 4% higher than in England (1).
• One of the main contributing factors alongside poor diet is inactivity. Director of the National Obesity Forum Wales, Dr Nadim Haboudi says ‘Children have computer games, iPads and they sit there for hours’ (2).
• A study undertaken by the University of Essex found that there has been a decline of 10% in children’s cardiovascular health over a decade (3). There has also been a reported reduction in children’s ability to do physical tasks such as sit-ups (4).
• The prevalence of myopia (short-sightedness) amongst young European adults has doubled in the last half a century. Various studies suggest that more time outdoors in bright daylight is the way to prevent this epidemic (5).
• Grahn et al. (1997) found that children attending an ‘outdoor in all weather’ day care facility took fewer sick days from their programme than their peers who attended an urban day-care facility surrounded by tall buildings (6).
• A study conducted by Morris et al. (2002) found that a series of nine activities which linked a gardening activity with nutrition education led to significant changes to students’ eating behaviours and increased environmental awareness (7).

1. Public Health Wales: Childhood measurement Programme for Wales. Annual Report 2015.
2. http://www.wales.nhs.uk/sitesplus/888/page/677952Reported by BBC News. July 31^st 2014 ‘Over one-in 10 Welsh children starting school obese’ http://www.bbc.co.uk/news/uk-wales-
3. Essex University Study; Reported by Guardian Dec 22^nd 2009. Quoted in National Trust report ‘Natural Childhood’ p 5.
4. Acta Paediatrica (2011); Reported by Guardian May 21^st 2011.Quoted in National Trust report ‘Natural Childhood’ p5.
5. Reported by Nature. March 18^th 2015 ‘The Myopia Boom’ http://www.nature.com/news/the-myopia-boom-1.17120
6. Grahn et al. (1997) quoted in Rickenson et al. (2004) ‘A Review of Research on Outdoor Learning’ National Foundation for Educational Research and King’s College London’. pp 40.
7. Morris et al. (2002) quoted in Rickenson et al. (2004) ‘A Review of Research on Outdoor Learning’ National Foundation for Educational Research and King’s College London’. pp 40.

• Various studies have shown that spending time outdoors, appreciating nature, before the age of 11 is a predictor of future positive environmental beliefs. A study by Bixler (2002) demonstrated that adolescents that had played in wilderness had more positive perceptions of natural environments, outdoor recreational activities and outdoor occupational environments.  A study of German adults by Ewert et al. (2005) showed that those that had had increased contact with nature as a child showed higher levels of ‘indignation at insufficient nature protection’. (1).
• There is debate as to what factors are necessary to establish positive environmental attitudes. Some point to the importance of free-play. Others argue that environmental awareness/values are developed when ‘specific measures are taken within the outdoor learning experience to focus on such issues’ Dillon et al (2004). (2). In practice, if children have the opportunity to benefit from structured and unstructured sessions in natural settings, then positive outcomes are likely.
• E.O Wilson proposed the biophilia hypothesis, that there is an instinctive and innate bond between humans and other lifeforms. In his memoirs he says ‘hands-on experience at a critical time, not systematic knowledge, is what counts in the making of a naturalist.’(3).
• D Orr, and F Capra were the first to coin the term ‘eco-literacy’ in the 1990s. This refers to a ‘…understanding of the principles of organisation of ecological communities and using those principles for creating sustainable human communities…  A ecologically literate society would be a sustainable society which did not destroy the natural environment on which they depend.’ Through the study of natural systems a deeper understanding of the interdependence of living systems emerges. (4).

1. See Louv, R 2005 ‘Last Child in the Woods. Saving Our Children from Nature-Deficit Disorder’. Algonquin Books of Chapel Hill. pp 150.
2. See Bird, W & RSPB (2007) ‘Natural Thinking: Investigating the Links between the Natural Environment, Biodiversity and Mental Health’. First Edition. pp 53.
3. Dillon et al (2004) ‘A Review of Research on Outdoor Learning’. National Foundation of Educational Research and King’s College London. pp52.
4. https://en.wikipedia.org/wiki/Ecological_literacy

Attention Restoration Theory and Behaviour

• Kaplan (1995) proposed Attention Restoration Theory in which nature reduces directed attention fatigue (1).
• ‘The natural environment is the most restorative environment and allows our brain to recharge and resume direct attention.’ Dr Bird (2007) (2).
• Dr Bird sites over one hundred research papers supporting the role of the natural environment in attention restoration. (3).
• Kuo and Sullivan (2001) have demonstrated that symptoms such as irritability, impulsive behaviour and aggression can be reduced by increased contact with a natural environment. (4).

1. See Bird, W (2007) Natural Thinking: Investigating the Links between the Natural Environment, Biodiversity and Mental Health. RSPB. First Edition. pp 39.
2. Bird, W (2007) quoted in Dillon, J (2011) ‘Understanding the Diverse Benefits of Learning in Natural Environments. King’s College London. pp9.
3. Kuo FE & Sullivan WC (2001) Aggression and Violence in the Inner City: Effects of Environment via Mental Fatigue. Environment and Behaviour 33. No. 4. July 2001. pp 543-571.
4. Kuo FE & Sullivan WC (2001) Environment and Crime in the Inner City. Does Vegetation Reduce Crime? Environment and  Behaviour 33. 2001. pp 343.

 Learning styles

• Swarbrick et al. (2004) reported that through adoption of a forest school approach, there had been a notable change in self-efficacy and self-worth.  There was an ‘increased ability of quiet children to express themselves, an increase in confidence, and positive participation from disruptive children’. (1)

1. Swarbrick et al. (2004) quoted in Dillon, J (2011) ‘Understanding the Diverse Benefits of Learning in Natural Environments. King’s College London. pp 9.

Attention Deficit and Hyperactivity Disorder (ADHD)

• Bird (2007) notes that ‘green time’ can have a significant role in helping to reduce the symptoms of ADHD (1).
• The symptoms of children with ADHD can improve by up to 30% through activities in nature compared to an urban outdoor setting, and threefold compared to an indoor environment.(2).

1.  Bird, W (2007) Natural Thinking: Investigating the Links between the Natural Environment, Biodiversity and Mental Health. RSPB. First Edition. pp 77.
2. Faber Taylor et al. (2001) Coping with ADHD: The Surprising Connection to Green Play Settings. Environment and Behaviour. 33 (Jan 2001). Pp 54-77.

Cognitive Impacts

• Rickenson et al. (2004), on behalf of the National Foundation of Educational Research(NfER), a UK based organisation, carried out an extensive peer review of research on outdoor learning. NfER(2004) concluded that “fieldwork can have a positive impact on long-term memory due to the memorable nature of the fieldwork setting…There can be reinforcement between the affective and the cognitive, with each influencing the other and providing a bridge to higher order learning” p34 (1).
• NfER (2004) reported on a number of studies that provided both quantitative and anecdotal evidence of improved attainment as a result of engagement in school grounds projects. For example, a state wide study by the California State Education and Environment Roundtable (SEER) compared schools that had conducted a significant amount of their curriculum in a natural, community or local context that incorporated problem-based instruction and learner centred methods, with those that had retained a traditional classroom based approach. They found that the more sessions schools had conducted out of the classroom, the higher they scored on reading, science and mathematics. They also had higher attendance rates and grade point averages (a US measure of academic attainment). (2).
• NfER (2004) concluded that ‘Despite substantial evidence of the potential of fieldwork to raise standards of attainment and improve attitudes towards the environment there is evidence that the amount of fieldwork that takes place in the UK and some other parts of the world is severely restricted, particularly in science’. (3).

1. NfER(2004) ‘A Review of Research on Outdoor Learning.’ pp 24.
2. NfER(2004) ‘A Review of Research on Outdoor Learning.’  pp 34.
3. NfER (2004) ‘A Review of Research on Outdoor Learning.’ pp5.

Social Skills

• Nundy (2001) noted that during outdoor residential fieldwork, the collaborative tasks in which the 10 and 11 year olds engaged in had positive impacts on their cooperation skills, leadership qualities, perseverance, reliability, initiative and motivation.

1. Nundy (2001) quoted in Dillon et al. (2005) ‘Engaging and Learning with the Outdoors- The Final Report of the Outdoor Classroom in a Rural Context Action Research Project.’ National Foundation for Educational Research. Pp29.

Behaviour

• In an Ofsted report evaluating the role of learning outside the classroom researchers found that    ‘..In the majority of schools visited there was a belief that learning outside the classroom could help overcome difficult behaviour rather than being an extra risk factor. The pupils and students themselves supported this view, saying that one of the attractions of learning outside the classroom was that everyone behaved well because they were motivated and active. In a wide range of learning outside the classroom observed outside the classroom, inspectors saw nothing but good or very good behaviour.’ This echoed an earlier Ofsted report that showed that pupil attitudes and behaviour during outdoor or adventurous activities were good and often exemplary ‘with mature responses to challenging situations’. (1)
• Kaplan (1995) reported 50% less crime and domestic violence in families with a view of vegetation to those in identical housing with no view of vegetation. This demonstrates the strong correlation between natural environments, mood and behaviour. (5)

• Ofsted (2008) ‘Learning Outside the Classroom. How far should you go?’ HM Inspectorate for Schools in England.

• Kaplan, S (1995) quoted in Dillon, J (2011) ‘Understanding the Diverse Benefits of Learning in Natural Environments. King’s College London. pp 8.

Creativity

• Researchers have observed that children’s play in natural environments is more diverse, imaginative and creative than children’s play in other settings (Cobb, 1977; Faber Taylor et al, 1998) and that creative play encourages language development, social and collaborative skills (Fjortoft & Sageie, 2000; Moore & Wong, 1997). (1)

1. Quoted in Strife & Downey (2011) Childhood Development and Access to Nature. A New Direction in Environmental Inequality Research. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3162362/

• A UNICEF study into childhood wellbeing in the UK, Spain and Sweden examined the factors that children felt contributed to their happiness. Along with family time, being outdoors was mentioned consistently across the three countries. ‘Children were much more likely to talk about outdoor and other active pursuits…than to mention television, using the internet or playing on games consoles as part of a good day.’ (1).
• Reported in the National Trust’s ‘Natural Childhood’, a survey in 2011 revealed that 80% of people reporting the highest levels of happiness in the UK said that they have a strong connection with the natural world, compared with less than 40% of the unhappiest. (2)
• A study by Wells & Evans (2003) showed that time in nature reduced distress and increased a sense of self-worth for children that had under gone stressful life events.(3).
• The Children’s Society, in conjunction with the New Economics Foundation, recommends Five Ways to Wellbeing for children and young adults. These are connect, keep learning, be active, take notice, be creative and play. All of these can be achieved through a combination of structured and unstructured outdoor activity. (4).

1. Nairn A (2011) ‘Children’s Well-being in UK, Sweden and Spain: The Role of Inequality and Materialism’. Ipsos MORI Social Research Institute for UNICEF. pp 29.
2. Reynolds, F (2011) ‘People and Nature: A paper from Fiona Reynolds to the Ministerial Advisory Panel of NEWP.’ Quoted in National trust ‘Natural Childhood’. Pp 8.
3. Wells, N & Evans,G (2003) quoted in Bird, W (2007) ‘Natural Thinking: Investigating the Links between the Natural Environment, Biodiversity and Mental Health’. RSPB. First Edition. pp 40-45, 80.
4. www.childrenssociety.org.uk/ways-to-well-being

Emotional resilience

• Thompson & Ward (2006)(1) concluded that outdoor experience contributes to the development of a positive self-image. They go on to say ‘Confidence in one’s abilities and experience of dealing with uncertainty can be important in helping young people face the wider world and develop enhanced social skills.’
• A study by Pretty et al (2007) (2) found that following the installation of an orienteering course to encourage engagement with green space, there was a marked improvement in childrens’ self-esteem. The study also concluded that ‘Facing challenges in a wilderness setting gives participants the experience of daily successes which help to challenge old negative beliefs and lead to new, more positive realistic self-perceptions…Self-esteem and mood are important indicators of current and future wellbeing therefore affect life-pathways in both adults and children.’(pp 22, 26).
• Pretty et.al (2009) found that free play in nature at a young age can play a part in predicting lifestyle choices as an adult. For example, those that had ‘free-range outdoor’ childhoods tended to engage more with natural places, be active, be connected to people and society, eat healthy foods, be members of groups and volunteer more(3).

1. Thompson & Ward (2006) quoted in RSPB ‘Every Child Outdoors Wales: Children Need Nature. Nature Needs Children’. pp 4.
2. Pretty et al. (2007)’ Nature, Childhood, Health and Life Pathways’. pp22, 26. http://www.lotc.org.uk/wp-content/uploads/2011/04/Nature-Childhood-and-Health-iCES-Occ-Paper-2009-2-FINAL.-1-.pdfUniversity of Essex 2009.
3. Pretty et al (2009) quoted in RSPB ‘Every Child Outdoors: Children Need Nature. Nature Needs Children’. pp 8.