Peer-reviewed research2017–2026 update
‘A completely different space’: Teachers' perspectives on disadvantage, access to nature and outdoor learning
UK teachers in disadvantaged areas see nature as a calming, freeing space for children but feel that systemic constraints limit outdoor teaching.
What's new
In 2022, 25 UK primary teachers who took part in Generation Wild, a nature connection programme for schools in economically disadvantaged areas, were interviewed. Reflexive thematic analysis identified four themes: nature's positive impact on wellbeing and behaviour; disadvantage as a persistent barrier to access; nature's role in post-pandemic recovery; and systemic constraints on outdoor teaching. Teachers described nature as offering calm, freedom and emotional expression. Many linked the pandemic to widening inequalities in access to nature.
Why it matters in Aotearoa
EOTC can be a key way for students from disadvantaged communities to access nature. The study points to a gap between what teachers value and what school structures allow.
Putting it into practice
Coordinators and boards can review which students miss out on time in nature, and prioritise regular, supported outdoor learning for them.
How strong is the evidence
This is a qualitative interview study with 25 teachers from a single UK programme. It reports teacher perceptions and does not measure outcomes for children.
What to read
The four themes, particularly disadvantage and systemic constraints.