How Childhood Nature Experience Shapes Teaching Practices

Accessing nature benefits mental and physical health across all demographics. A strong connection to nature, formed early in life, enhances wellbeing, and fosters pro-environmental behaviours. Many children, especially from disadvantaged backgrounds, lack regular nature access, a situation worsened by the Covid-19 pandemic. While it is known that parents’ nature connection influences their children, the impact of teachers is less understood.

This research explored whether teachers’ childhood nature experiences affect their teaching and their pupils’ nature access. Primary school teachers in Southern England participated in an online survey about their’s and their pupils’ nature access and their nature connection. Of the 27 participants, 85% reported moderate to high nature connection. Teachers who enjoyed nature as children often wish to share this with their pupils, seeing themselves as key facilitators of nature access at school.

However, they report barriers such as curriculum demands, inadequate school grounds, large class sizes, and lack of confidence. Despite their strong nature connection, and the benefits to curriculum delivery, teachers struggle to integrate outdoor learning. Further research is needed to identify factors that inhibit outdoor curriculum delivery.