Those of us working in outdoor, creative arts, and residential education, may see this and nod; it’s what we do isn’t it? And sometimes very well. But maybe it’s worth asking some questions.  

 

We can access “nature” more easily than most; indeed, we rely on it for our outdoor and adventurous learning environments. It is one of the key factors that makes our sites and locations so special. That kind of access often isn’t easy or familiar for our visitors in their own neighbourhoods, so when they come to us we are opening new worlds and possibilities for them. How do we guide them into appreciation of those worlds? Do we plan enough time in our core programmes to listen to the birds singing; to watch the sunrise, smell the blossom, to sketch a tree or photograph a wild flower, write a poem in the woods? To really connect with nature? How do we move “nature” from being the backdrop to what we do, into something at the forefront, something we focus on? 

Clearly, some programmes are very explicit in connecting participants to nature. For example, the John Muir Award: discover a wild place, explore it, conserve it, share your experiences. We also connect children directly with nature through some of our activities, such as photography, pond dipping, night walks and minibeasts. 

In our commitment to putting health and well-being boldly at the heart of everything we do, we should include enough time to properly engage with nature.  

 

So, when we’re planning courses – whether you’re a centre practitioner, a school or group leader, or a pupil/student – let’s consider connecting with nature as a strong contender for top billing.