Educ. Sci. 2025, 15(11), 1487; https://doi.org/10.3390/educsci15111487 - 4 Nov 2025
Abstract
This study demonstrates that nature play meaningfully supports children’s well-being, engagement, sense of belonging, and connection to nature. Over 10 weeks, Year One students (n = 25) from a metropolitan government school in Sydney Australia, participated in a Bush School program, experiencing
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This study demonstrates that nature play meaningfully supports children’s well-being, engagement, sense of belonging, and connection to nature. Over 10 weeks, Year One students (n = 25) from a metropolitan government school in Sydney Australia, participated in a Bush School program, experiencing it as a space of joy, calm, challenge, and growth. Children came to see Bush School not as a break from learning but as a different kind of learning: active, relational, and purposeful. Using a quasi-experiment mixed-methods design, including reflective journals, self-report tools, and class assessments, the study found no negative impact on reading or mathematics outcomes, addressing concerns about lost instructional time. Instead, nature play enhanced number and algebra development, self-regulation, collaboration, and motivation to learn. The findings from this study highlight the potential of nature play to complement formal education in a developmentally appropriate way. Moreover, embedding nature play into mainstream schooling provides a timely and relevant response to current challenges facing education. The study also highlights the importance of listening to children as capable meaning-makers with valuable perspectives. In an era of growing pressure on children and schools, nature play invites a shift in mindset; to slow down, trust children, and embrace the natural world as a co-teacher.
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(This article belongs to the Special Issue Outdoors: Playing, Learning and Teaching)
