Parkin, Nicola, Hobson, Kersty  ORCID: https://orcid.org/0000-0003-4200-9081, Poortinga, Wouter ORCID: https://orcid.org/0000-0002-6926-8545, Stead, Mark, Newth, Julia, Reeves, Jonathan and Gattis, Merideth ORCID: https://orcid.org/0000-0002-8665-7577
2026.
‘A completely different space’: Teachers' perspectives on disadvantage, access to nature and outdoor learning.
British Educational Research Journal
10.1002/berj.70103
|
Preview |
PDF
- Published Version
Available under License Creative Commons Attribution. Download (421kB) | Preview |
Abstract
This study examined teachers' perspectives on how children benefit from time in nature, how disadvantage shapes access and the role of schools in facilitating such access. Drawing on interviews conducted in 2022 with 25 UK primary school teachers who participated in Generation Wild, a nature connection programme for schools in economically disadvantaged areas, the research explored how outdoor learning might support children's wellbeing and recovery in the aftermath of the COVID-19 pandemic. The study identified four themes using reflexive thematic analysis: (1) nature's positive impact on children's wellbeing and behaviour; (2) disadvantage as a persistent barrier to access to nature; (3) nature's role in supporting post-pandemic recovery; and (4) systemic constraints on outdoor teaching. Teachers described natural environments as ‘a completely different space’ for children, offering calm, freedom and emotional expression, and consider this particularly valuable for those most affected by the impacts of the pandemic. However, they expressed frustration at their limited ability to incorporate outdoor learning in the curriculum, despite recognition of its benefits. Many linked the pandemic to widening inequalities in access to nature and called for more sustained, supported engagement. The results highlight a disconnect between teacher values and educational structures and call for systemic change to prioritise nature-based teaching and learning.
| Item Type: | Article |
|---|---|
| Date Type: | Published Online |
| Status: | In Press |
| Schools: | Schools > Architecture Schools > Geography and Planning (GEOPL) Schools > Psychology |
| Publisher: | Wiley |
| ISSN: | 0141-1926 |
| Date of First Compliant Deposit: | 23 December 2025 |
| Date of Acceptance: | 11 December 2025 |
| Last Modified: | 08 Jan 2026 15:22 |
| URI: | https://orca.cardiff.ac.uk/id/eprint/183432 |
Actions (repository staff only)
 |
Edit Item |
Dimensions
Dimensions