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I beg to move,
That leave be given to bring in a Bill to require that all children in primary and secondary education spend a minimum of thirty minutes a day outdoors during school hours; to require primary and secondary schools to provide a minimum of one lesson of teaching each week outdoors; to require that every child be offered at least one outdoor education experience during primary school years and at least one such experience during secondary school years; and for connected purposes.
Modern medicine is always looking for the next big discovery to change lives, yet we are missing out on the cheapest, easiest and quickest way to turn around the vicious mental health crisis we see in our children and young people—a crisis that affects their ability to learn, to achieve, to work and to live a healthy and happy life. The answer is outdoor learning. It is staggering to read that the amount of time children spend outside has fallen by 50% in a single generation, that children roam just 300 metres from home and that a fifth of children in the most deprived parts of the country never spend meaningful time outdoors.
Research shows that being out in nature makes children happy, that children who spend time outside care more about nature and that unstructured, risky, nature-based play outdoors improves confidence and cognitive development. Research funded by the Department for Environment, Food and Rural Affairs through Natural England found that 95% of children found outdoor learning made lessons more enjoyable, and that 90% reported an improvement in students’ engagement with learning and an increase in student health and wellbeing. These figures are staggering, and they deserve to be taken seriously.
This Bill is about improving the lives of our children and young people and, by using outdoor learning, raising a generation of people who will care more about nature, which is the one thing we know will protect us from the most devastating effects of climate change. Andy Jasper, the chief executive officer of the Eden Project, told us last week on a brilliant parliamentary visit that there simply will be no future without nature. Shockingly, a third of children never have school lessons outdoors, yet in many schools in South Devon outdoor learning is a regular weekly part of the curriculum, in playgrounds, school veg gardens, parks and little bits of woodland.
Children who live the furthest distance from green or open outdoor spaces spend more time on screens and have poorer mental health than children living in close proximity. A lack of time spent outdoors is linked to childhood health disorders such as attention deficit hyperactivity disorder, obesity and depression. However, it is not just kids from the inner city who are missing out on the benefits of the great outdoors. In my beautiful constituency of South Devon there is a stark disparity that might surprise many in this House. I often hear of children who live just a couple of miles from our stunning beaches but have never been to them. There are few buses to the beach and the parking costs are a serious barrier for some. This mirrors research showing that young people in communities all around the UK coast view the beach as “not for them”, but for visitors and tourists.
This is why taking kids outdoors to do lessons at school is so vital to introducing them to the idea of being in nature and developing a familiarity with the great outdoors. There is not a subject on the curriculum that cannot be enhanced by outdoor learning. The Fibonacci sequence is seen in the petals of a flower, the scales of a pine cone and the seeds of a sunflower. English, science, music, poetry, drama and geography can all be enhanced by teaching outside. As one child said:
“When we were on the field trip, we did maths, English and science, but it was like we didn’t realise we were doing it”.
For teachers, that is pure magic.
Totnes St John’s Church of England primary school is located in a large housing estate and has a 44% special educational needs and disabilities cohort. Its brilliant example could be replicated by schools up and down the country.