Sustainable Outdoor Education: Organisations Connecting Children and Young People with Nature through the Arts

Abstract

There is an increasing concern regarding the mental health and wellbeing of children and young people; as a result, schools are increasingly expected to provide support, but they have few resources to do so. As such, there is a need for establishing mechanisms for supporting the health and wellbeing of children and young people that are relatively easy and cost-effective and that can be embedded within the school day to ensure sustainability. The overarching aim of our Branching Out project was to understand how successful elements from one such programme that supports children’s mental health through the art-in-nature-based practice can be expanded from school-based approaches that reach small numbers of children to include whole communities. This paper reports on one strand that examined the practice of organisations offering arts and/or nature-based activities outdoors in schools, either as part of the curriculum or as an extra-curricular activity. Survey questions served as an a priori thematic framework around the characteristics of arts-in-nature activities delivered; the perceived impacts of activities; working with volunteers, teachers, and schools; and barriers to expansion and sustainability. Despite extensive searching, identifying, and recruiting relevant arts organisations was difficult; however, respondents strongly supported the notion that the arts-in-nature practice has a positive impact on children and young people’s connection to nature, supports their mental health and wellbeing, and engages them with their local environment. Yet, challenges were identified in engaging teachers and schools and funding such projects, suggesting a need for a multi-professional approach to creating more sustainable and impactful practice for children, young people, and communities.

Eco-Capabilities: Arts-in-Nature for Supporting Nature Visibilisation and Wellbeing in Children

“…Although the arts are increasingly marginalised, it is likely that teachers who are well acquainted with the school and its students are in positions to provide the kind of tailored experiences which beget real transformative learning. Other ways to increase capacity could be through teacher training programmes led by arts organisations (e.g., [84]) or community-based volunteers (e.g., the Branching Out project's use of 'Community Artscapers' [85]). Future research should investigate ways through which interacting with community assets could broaden the scope for schools to support children's wellbeing through arts-in-nature practice.…”