Waterways, Wildlife and Wellbeing School Impact Report
Outdoor learning is an effective and inclusive approach to improving wellbeing and educational equality. Below you can view our key highlights from the report and access our full findings.
Our Waterways, Wildlife and Wellbeing (WWW) programme was designed for schools in disadvantaged areas across the West Midlands. Teachers were supported to increase pupil contact and connection with the natural environment through mentoring and/or training provided by Council for Learning Outside the Classroom (CLOtC), and the opportunity to engage in practical activities led by the Trust.
Why nature connectedness matters
A strong connection with nature is key to our sense of wellbeing and pro-environmental behaviour. Childhood is the time to begin building this connection, but recent years have seen a significant loss of opportunities for exploration of the nearby natural world. We need to create ways for children and young people to connect with nature, particularly in areas of deprivation where young people tend to experience the greatest health and wellbeing inequalities and often very limited access to green and blue spaces.
Taking learning beyond the classroom helps young people to realise the physical health and wellbeing benefits of outdoor learning, encouraging greater attainment and building skills.
Supporting schools
Our Waterways, Wildlife and Wellbeing programme was an ambitious package which aimed to support a large cohort of schools. Over 500 schools were supported to take their learning beyond the classroom through CLOtC membership. 292 schools received mentoring and training, whilst 56 schools (approx. 2,380 pupils) engaged in practical environmental activities.
An estimated total of 123,500 young people benefited from the programme.
A key design principle was to be evidence-led, to measure impact and identify future needs. The project was successful in delivering multiple outcomes, at a large scale, and over a relatively short delivery period that was characterised by challenges related to the Covid pandemic.
Key findings
Pupils reported a significant impact on their learning. Teachers concurred, reporting that LOtC had a positive impact on pupil enjoyment of, and engagement in, lessons. Three quarters noted a positive impact on behaviour and two-thirds reported a positive impact on pupil attainment.
There was a positive impact on a wide range of learning, wellbeing, nature connection and pro-conservation outcomes for pupils including:
an increase in overall wellbeing and a significant increase in learning,
a positive impact on pro-conservation behaviour,
with Nature Connectedness Index scores higher than the national average for under 16s.
Teachers reported greater confidence to take lessons outside more often. None of the teachers reported lacking confidence to deliver sessions outside the classroom after the project, two-thirds were now using their school grounds regularly, and a wider range of subjects were being taught beyond the classroom. Teachers also reported that their own wellbeing had improved well above the national average for adults.
Next steps
To build on these achievements, the Trust and CLOtC are looking to secure wider partnership support and funding, to provide on-going help for the West Midlands project schools, and to replicate WWW in other areas of the UK to positively impact on the learning, health, wellbeing and nature connection of many more children and young people and their teachers.
The Council for Learning Outside the Classroom is the national charity that champions all learning that happens beyond the classroom (LOtC), inside or out, near or far.
It supports education settings (such as nurseries, schools and colleges) and organisations who offer education experiences by providing the quality assurance and support they need to take their learning beyond the classroom confidently and effectively.
