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'A completely different space': Teachers' perspectives on disadvantage, access to nature and outdoor learning.

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Title: 'A completely different space': Teachers' perspectives on disadvantage, access to nature and outdoor learning.
Authors: Parkin, Nicola (AUTHOR), Hobson, Kersty (AUTHOR), Poortinga, Wouter (AUTHOR), Stead, Mark (AUTHOR), Newth, Julia (AUTHOR), Reeves, Jonathan (AUTHOR), Gattis, Merideth (AUTHOR)
Source: British Educational Research Journal. Jun2026, Vol. 52 Issue 3, p2257-2280. 24p.
Subjects: Teacher attitudes, Educational equalization, Hardship, Child welfare, Pandemics, Outdoor education, Nature study
Geographic Terms: United Kingdom
Abstract: This study examined teachers' perspectives on how children benefit from time in nature, how disadvantage shapes access and the role of schools in facilitating such access. Drawing on interviews conducted in 2022 with 25 UK primary school teachers who participated in Generation Wild, a nature connection programme for schools in economically disadvantaged areas, the research explored how outdoor learning might support children's wellbeing and recovery in the aftermath of the COVID‐19 pandemic. The study identified four themes using reflexive thematic analysis: (1) nature's positive impact on children's wellbeing and behaviour; (2) disadvantage as a persistent barrier to access to nature; (3) nature's role in supporting post‐pandemic recovery; and (4) systemic constraints on outdoor teaching. Teachers described natural environments as 'a completely different space' for children, offering calm, freedom and emotional expression, and consider this particularly valuable for those most affected by the impacts of the pandemic. However, they expressed frustration at their limited ability to incorporate outdoor learning in the curriculum, despite recognition of its benefits. Many linked the pandemic to widening inequalities in access to nature and called for more sustained, supported engagement. The results highlight a disconnect between teacher values and educational structures and call for systemic change to prioritise nature‐based teaching and learning. [ABSTRACT FROM AUTHOR]
Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: This study examined teachers' perspectives on how children benefit from time in nature, how disadvantage shapes access and the role of schools in facilitating such access. Drawing on interviews conducted in 2022 with 25 UK primary school teachers who participated in Generation Wild, a nature connection programme for schools in economically disadvantaged areas, the research explored how outdoor learning might support children's wellbeing and recovery in the aftermath of the COVID‐19 pandemic. The study identified four themes using reflexive thematic analysis: (1) nature's positive impact on children's wellbeing and behaviour; (2) disadvantage as a persistent barrier to access to nature; (3) nature's role in supporting post‐pandemic recovery; and (4) systemic constraints on outdoor teaching. Teachers described natural environments as 'a completely different space' for children, offering calm, freedom and emotional expression, and consider this particularly valuable for those most affected by the impacts of the pandemic. However, they expressed frustration at their limited ability to incorporate outdoor learning in the curriculum, despite recognition of its benefits. Many linked the pandemic to widening inequalities in access to nature and called for more sustained, supported engagement. The results highlight a disconnect between teacher values and educational structures and call for systemic change to prioritise nature‐based teaching and learning. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Jun2026
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