Peer-reviewed research2017–2026 update
Nature Play as a Catalyst for Outdoor Learning, Engagement and Wellbeing in Australian Primary Students
A 10-week nature play programme for Year One students in Sydney was linked to significant gains in mathematics, along with children expressing joy, autonomy and a growing awareness of their relationship with nature.
What's new
This quasi-experimental mixed-methods study involved 50 Year One students (mean age 6.87) at a metropolitan public primary school in Sydney. Students were allocated to an intervention group or a waitlist control group, with data collected before, straight after and four months later. Measures included reading and mathematics results, a student questionnaire, journals, teacher interviews, parent surveys and observations. Results showed a significant improvement in mathematics, and children expressed joy, autonomy and an emerging awareness of reciprocity between people and nature.
Why it matters in Aotearoa
For Aotearoa primary schools under pressure to show academic progress, this study suggests that regular nature play can sit alongside, and may support, academic learning.
Putting it into practice
Trial a term-long weekly nature play session for a junior class, tracking both achievement data and student wellbeing or engagement.
How strong is the evidence
This is a quasi-experimental design with a waitlist control and follow-up data, in one school. The authors note limitations in sample size and context.
What to read
The full article, especially the results and the discussion of limitations.