Abstract
ABSTRACT A wealth of evidence shows that exposure to the natural environment and nature-based learning can benefit children’s physical, mental, social, and emotional health. Despite this, children are spending less time in nature and nature-based learning remains an underutilised pedagogical tool. Several barriers are frequently reported by teachers, including curriculum and time pressures, confidence, safety, cost and access to training and resources. There is a need to better understand and address these common concerns if nature-based learning is to be implemented more widely. Growing among Trees was a 12-month pilot project where community forest and woodland outreach interventions were delivered in urban schools. This process evaluation gathered data from various stakeholders (including pupils, teachers, and intervention providers) before, during and following the interventions delivered at each school. This study provides important insight into how school-based outdoor learning interventions could be implemented to increase the likelihood that they are replicable and sustainable.
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