Outdoor learning has surged in popularity over the last decade—especially as educators, parents, and organisations recognise the powerful benefits of taking learning beyond the traditional classroom. Whether it’s a forest school session, curriculum-linked outdoor activities, or structured nature-based programmes, outdoor learning is rapidly becoming an essential part of modern education.
But what does the research actually say about outdoor learning? And why is it proving so impactful for children and young people?
This complete overview brings together key findings from trusted UK and international studies—helping schools, practitioners, and families understand why outdoor learning matters and how it contributes to better outcomes.
What Is Outdoor Learning?
Outdoor learning refers to any structured educational experience that takes place outside the typical indoor classroom. This can include:
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Forest school sessions
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Nature-based early years provision
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Outdoor adventure learning
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School grounds and community environment projects
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Curriculum lessons delivered outdoors
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Play-based outdoor learning
In the UK, a major summary of the outdoor learning evidence base found that almost all types of outdoor learning had a positive impact on key outcomes for children and young people, including attainment, wellbeing and social skills. My College+1
What the Research Says About Outdoor Learning
1. Outdoor Learning Improves Academic Outcomes
A number of UK and international studies show that outdoor learning can improve attainment, particularly when it is regular and curriculum-linked.
Key evidence includes:
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A UK evidence summary on learning in natural environments found that students engaged in outdoor learning often had higher achievement in reading, writing and maths compared with their peers or projected attainment.
– Summary of Evidence: LOtC in Natural Environments (2022) League of Things to Consider -
A controlled trial of the Wilderness Schooling curriculum-based outdoor programme for primary pupils in England found significant gains in English reading, writing and maths compared with a matched control group.
– Quibell et al., Wilderness Schooling (British Educational Research Journal) Learning through Landscapes -
A systematic review of nature-specific outdoor learning concluded that there are measurable academic and socio-emotional benefits, and recommended integrating nature-based learning into mainstream schooling.
– Mann et al., 2022 – Nature-specific Outdoor Learning Pearl
Taken together, this evidence suggests that outdoor learning isn’t a distraction from “real learning”—it is a powerful way to deepen understanding and improve core outcomes.
2. Outdoor Learning Supports Mental Health and Wellbeing
There is a strong and growing evidence base linking contact with nature and outdoor environments to better mental health in children and young people:
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A 2021 systematic review on natural environments and childhood mental health found consistent positive associations between access to nature and outcomes such as emotional wellbeing and behavioural development.
– Davis et al., 2021 – Natural Environments & Childhood Mental Health ScienceDirect+1 -
A 2024 review focusing on children and adolescents concluded that nature has a beneficial effect on mental health and wellbeing, though more research is needed in clinical populations.
– Lomax et al., 2024 – Nature and Youth Mental Health PMC -
A Natural England briefing summarising multiple rapid reviews reported strong evidence that time in natural environments is linked to improved mental health, reduced stress and greater life satisfaction.
– Natural England EIN065: Links between Natural Environments and Mental Health (2022)publications.naturalengland.org.uk -
An earlier review of children and nature also found that proximity to green space is generally associated with better mental health and wellbeing among children and youth.
– Children & Nature – A Systemic Review (HEAL) HEAL
For schools concerned about rising levels of anxiety, low mood and stress, this body of research positions outdoor learning as an evidence-informed part of the solution.
3. Outdoor Learning Develops Social and Emotional Skills
Social skills, confidence and resilience are repeatedly highlighted in the research:
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UK summaries of outdoor learning evidence consistently report benefits for self-esteem, confidence, social skills and trusting relationships, including for children with additional needs.
– Summary of Evidence: LOtC in Natural Environments League of Things to Consider -
A briefing on outdoor learning and education recovery in Scotland highlights positive impacts on engagement, motivation and relationships, especially when outdoor programmes are regular and well planned.
– Outdoor Learning & Education Recovery (YouthLink Scotland) YouthLink Scotland -
Nordic research on udeskole (regular curriculum-based learning outside the classroom) shows that outdoor days support collaboration, communication and social development, as well as academic learning.
– Bentsen et al., 2010 – Udeskole in Danish Schools ScienceDirect+1
4. Outdoor Learning Encourages Physical Health and Active Lifestyles
Outdoor learning naturally increases movement and reduces sedentary time:
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A Scottish briefing on outdoor learning notes evidence for improvements in motor skills, coordination and physical health through regular outdoor play and learning.
– Outdoor Learning Briefing Paper (University of Glasgow/Policy Scotland) Policy Scotland -
Reviews of nature exposure show that spending time in natural environments can support overall physical health, including cardiovascular and metabolic indicators.
– Do Carmo et al., 2025 – Nature Exposure and Health ScienceDirect
While many of these studies are not limited to school settings, they provide strong justification for building active, outdoor experiences into the school day.
5. Outdoor Learning Builds Environmental Awareness
Outdoor learning also has a clear role in developing sustainability literacy and pro-environmental behaviours:
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Scotland’s national position statement on outdoor play and learning emphasises that regular outdoor experiences help children develop care for the environment, understanding of ecosystems and climate literacy.
– Scotland’s National Outdoor Play & Learning Position Statement Inspiring Scotland -
Education Scotland’s outdoor learning guidance highlights outdoor learning as a core part of Learning for Sustainability, supporting young people to understand their local environment and global issues.
– Outdoor Learning – Education Scotland Education Scotland+1
6. Outdoor Learning Is Especially Effective for Children With Additional Needs
Although research in this area is still emerging, several studies and reviews suggest that outdoor environments can be particularly beneficial for children with additional needs:
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Evidence summaries report positive impacts of outdoor programmes on behaviour, engagement and self-regulation for children in special schools or with identified needs. League of Things to Consider+1
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Reviews of nature and mental health in children and adolescents indicate that outdoor, sensory-rich environments can support attention, stress reduction and emotional regulation—all of which are crucial for learners with SEND. PMC+1
Many practitioners report that children who struggle indoors often thrive in outdoor settings where there is more space, more freedom of movement and more opportunities for success.
What Does the Research From Scandinavia Say?
The Nordic countries (Denmark, Sweden, Norway, Finland) have a long tradition of outdoor and nature-based education, and there is a substantial research base from this region.
Some important examples:
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A scoping review of outdoor education in Nordic countries (grades 1–13) identified 52 empirical studies, showing positive impacts on learning, motivation, social skills and wellbeing when outdoor learning is regular and curriculum-linked.
– Remmen et al., 2022 – School-based Outdoor Education in the Nordic Countries Tandfonline+1 -
Research on udeskole in Denmark and Norway documents higher physical activity levels, more varied teaching methods and strong learning potential across subjects.
– Bentsen et al., 2010 – Udeskole in Danish Schools ScienceDirect+1 -
A historical and conceptual analysis of Danish forest schools highlights evidence for holistic development, including social, emotional and cognitive benefits in early years.
– Dean, 2019 – A Historical and Conceptual Look at Danish Forest Schools ERIC -
A UNESCO feature on forest schools in Denmark summarises research and practice evidence, pointing to improved self-esteem, curiosity and teamwork skills, and growing policy support across Nordic countries.
– UNESCO – Learning Among the Trees in Denmark (2023) courier.unesco.org
The consistency between Nordic findings and UK evidence gives a strong international base for outdoor learning as a serious, research-informed approach—not a fringe or “alternative” model.
How Schools and Settings Can Implement Outdoor Learning Effectively
The research doesn’t just tell us that outdoor learning works; it also offers clues about how to do it well.
1. Favour Regular, Progressive Outdoor Learning Over One-Off Days
Systematic reviews and evidence summaries show stronger and more sustained benefits when outdoor learning is frequent and embedded, rather than one-off trips. Pearl+1
2. Invest in Skilled, Confident Practitioners
Scottish and UK guidance stresses that teacher confidence and training are crucial. When staff understand risk management, curriculum links and pedagogy outdoors, children gain more from the experience. Education Scotland+1
3. Connect Outdoor Learning to the Curriculum
Both UK and Nordic research emphasise that outdoor learning has the greatest impact when it is clearly linked to curriculum aims—whether in literacy, numeracy, science or humanities. Tandfonline+1
4. Embrace Risk-Managed Challenge
Evidence suggests that developmentally appropriate, well-managed risk outdoors helps children build resilience, problem-solving skills and confidence—all central to wider academic and life success. Policy Scotland+1
The Future of Outdoor Learning
Recent reviews of outdoor learning and nature exposure, published as recently as 2024 and 2025, continue to reinforce the message: learning and playing in natural environments is good for children’s academic progress, mental health and overall development. PMC+2ScienceDirect+2
UK nations (particularly Scotland and Wales) and Nordic countries are increasingly embedding outdoor learning and play into national policy and guidance. This reflects not just tradition or preference, but a solid and growing evidence base.
Key Research and Evidence Sources at a Glance
If you’d like to explore the research yourself, these are excellent starting points:
UK & General Evidence
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Chartered College / UK evidence summary on outdoor learning – “Outdoor learning: Exploring the evidence-base” My College
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Learning Outside the Classroom – Summary of Evidence: LOtC in Natural Environments (2022, UK) League of Things to Consider
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Mann et al. (2022) – Nature-specific outdoor learning systematic review Pearl
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Quibell et al. – Wilderness Schooling controlled trial Learning through Landscapes
Mental Health & Nature
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Davis et al. (2021) – Natural environments & childhood mental health ScienceDirect
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Lomax et al. (2024) – Nature and mental health in children and adolescents PMC
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Natural England EIN065 – Links between Natural Environments and Mental Healthpublications.naturalengland.org.uk
Scandinavian / Nordic Research
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Remmen et al. (2022) – Scoping review of school-based outdoor education in the Nordic countriesTandfonline+1
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Bentsen et al. (2010) – Udeskole in Danish schools ScienceDirect
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Dean (2019) – Danish forest schools – historical and conceptual review ERIC
Final Thoughts
The research is clear: outdoor learning is not a “nice extra”—it is a rigorously evidenced approach that can boost attainment, support mental health, build social and emotional skills, and foster a deep connection with the natural world.
If you’re planning your outdoor learning strategy, these studies provide a strong, research-backed foundation to share with senior leaders, governors, parents and partners.