What's new

Twenty-five Year One students at a metropolitan government school in Sydney took part in a 10-week Bush School programme. The study used a quasi-experimental mixed-methods design that included reflective journals, self-report tools and class assessments. It found no negative impact on reading or mathematics outcomes. It also found gains in number and algebra development, self-regulation, collaboration and motivation to learn. Children experienced Bush School as active, relational and purposeful learning and associated it with joy, calm, challenge and growth.

Why it matters in Aotearoa

Concerns about lost teaching time often hold back nature play in junior classes. This study offers some evidence that reading and maths need not suffer, which is useful for principals and boards weighing up such programmes.

Putting it into practice

If you trial a bush or nature play programme, gather reading and maths assessment data before and after, along with children's own reflections, so you can answer concerns about instructional time.

How strong is the evidence

This is a quasi-experimental mixed-methods study with 25 Year One students at one school over 10 weeks, so the results are promising but limited.

What to read

The findings on reading and mathematics outcomes and on children's perspectives.

Who it's for