Why the Outdoors Matters

Child Development, Forest School Activities, and the Role of the Practitioner

There is something increasingly important to recognise in early years and primary education—that the environments we place children in are not neutral. They are actively shaping development.

Over time, many children are spending more of their lives indoors, in structured settings, with increasing levels of adult direction and reduced opportunities for movement, exploration, and self-led play. In fact, research shows that the amount of time children spend outside has declined significantly in a generation [1]. Alongside this, we are seeing rising levels of anxiety, difficulties with attention, reduced resilience, and challenges in social interaction. While these are often addressed through targeted interventions, it is worth stepping back and asking a more foundational question: what conditions do children need in order to develop well?

The outdoors offers something fundamentally different.

Sensory Integration and Brain Development

When a child steps outside, they enter an environment that is rich in sensory experience. The ground is uneven, the air moves, sounds come from multiple directions, and the visual field is constantly shifting. This is not simply “nice” or “stimulating”—it is deeply organising for the developing brain. Multiple sensory systems are engaged simultaneously, supporting what is often referred to as sensory integration—the brain’s ability to organise and make sense of incoming information [2].

Crucially, the outdoor environment often places the child in a state that is both calm and alert. Natural colours and sounds can be regulating, while the unpredictability of the environment requires attention and responsiveness. This combination supports the development of focus and attention in ways that are difficult to replicate indoors.

The Role of Movement in Learning

Movement is another key factor. Children need to move—not just in controlled or repetitive ways, but dynamically and with variation. Spinning, climbing, balancing, rolling, and navigating uneven terrain all contribute to the development of the vestibular system, which plays a central role in balance, coordination, spatial awareness, and ultimately attention [3].

When children do not have sufficient opportunities for this kind of movement, we may see increased fidgeting, difficulty sitting still, or challenges with concentration—not because something is “wrong”, but because a developmental need has not been met.

Forest School Activities: Putting Theory into Practice

Within Forest School and other nature-based approaches, this understanding becomes practical. Based on the core principles of the Forest School Association, outdoor play is not an “extra” or a break from learning. It is a primary mechanism through which development occurs.

In the woods, children engage in whole-body, whole-system experiences. They are not only moving and sensing, but also imagining, negotiating, creating, and adapting. A simple activity such as playing in a mud puddle involves physical coordination, sensory processing, social interaction, communication, and creativity—all at once.

This is where the therapeutic value of outdoor play becomes clear. It is not about delivering a specific outcome, but about creating the conditions in which multiple aspects of development can unfold together.

“Forest School is a long-term process of frequent and regular sessions in a woodland or natural environment, rather than a one-off visit.” — Forest School Association Principles

The Power of Autonomy and Executive Functioning

One of the most important elements within this is autonomy. When children are given time, space, and permission to lead their own play, something shifts. They begin to develop executive functioning—planning, problem-solving, decision-making—as they create and sustain their own play ideas [5].

They encounter challenges and frustrations, and through these, develop emotional regulation and resilience. They learn to negotiate with others, set boundaries, and resolve conflict. These are not abstract skills; they are lived and embodied through play.

The Role of the Practitioner

The role of the practitioner in this context is therefore quite different from more traditional educational models. Rather than directing, instructing, or constantly intervening, the practitioner is holding the space. This includes ensuring safety, observing carefully, and knowing when to step in and when to step back. It requires a level of trust—in the child’s capacity, in the process of play, and in the environment itself.

This can be challenging. There is often a strong impulse to guide, to correct, or to shape what is happening. There may also be external pressures—from curriculum demands, from perceptions of risk, or from expectations about what learning should look like. However, it is often in the moments where we step back that the deepest learning and development occur.

Creating a welcoming, non-judgemental space is central to this. Children need to feel that they do not have to get it “right”, that they can explore, take risks, and make mistakes. This applies not only to physical risk, but also to social and emotional experiences. When this kind of space is established, children are more likely to engage fully, to express themselves, and to develop a stronger sense of self.

As practitioners, we are not simply delivering activities; we are shaping environments. The choices we make about time, space, materials, and our own presence all influence what becomes possible for children.

Looking Ahead: Climate Education and the Outdoors

In a time where many aspects of childhood are becoming increasingly structured and mediated, the role of outdoor learning and Forest School becomes even more significant. It offers a way to reconnect children with movement, with sensory experience, with each other, and with the natural world.

Furthermore, as schools face growing expectations to address climate education, the outdoors provides the perfect setting. Rather than creating fear or anxiety, we can help children understand climate issues through care, connection, and real-world action.

If we are interested in supporting children to become adaptable, resilient, and capable—not just academically, but in life—then the outdoors is not a luxury. It is an essential part of the developmental landscape.

The question is not whether we can fit outdoor learning into education, but whether we can afford not to.

Ready to Take Your Practice Outdoors?

Whether you are just starting out or looking to deepen your expertise, The Outdoor Teacher offers a range of resources and training to support you:

References

[1] BBC News: Anti-play culture limits children’s time outside
[2] Craig, D. (2024): Effective Nature-Based Outdoor Play and Learning
[3] Urbančič, N. B. (2023): Appropriate Vestibular Stimulation in Children
[4] Forest School Association: Full principles and criteria
[5] Zamzow et al: Executive Function Growth in Nature Preschools

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