Outdoor Learning Research: What Does the Evidence Say?
Outdoor learning research is becoming increasingly important for teachers, school leaders, early years practitioners and parents who want to understand whether learning outside really makes a difference.
For many schools, outdoor learning can still feel like an extra, a treat, or something that only happens during forest school, school trips or sunny afternoons. But the research tells a much richer story. When outdoor learning is planned well, used regularly and linked to real curriculum aims, it can support children’s engagement, wellbeing, behaviour, physical development, confidence, teamwork and motivation.
This page brings together the key outdoor learning research in a simple, teacher-friendly way. It is written for busy early years and primary teachers who want evidence, but also want to know what it actually means in the classroom, the playground, the school field or the nursery garden.
At The Muddy Puddle Teacher®, we believe outdoor learning does not need to be complicated, expensive or another thing on a teacher’s workload list. The strongest research points towards something much more practical, regular, inclusive and achievable.
You may also want to read What is Outdoor Learning?, Outdoor Learning for Primary Schools, Early Years Outdoor Learning, SEND Outdoor Learning and Outdoor Play.
What is outdoor learning?
Outdoor learning means using the outdoors as part of teaching, learning, play, wellbeing and child development. It can happen in a school playground, field, garden, local park, woodland, forest school area, nursery outdoor space or even a small concrete yard.
It does not have to mean a full day outside. It does not have to mean fire lighting, tools, expensive waterproofs or a minibus. Try this simple lesson idea to make a start, using Loose Parts to Play Superheroes.
Outdoor learning can be a five-minute phonics task with chalk, a maths trail with cones, a story retell with sticks, a science investigation with leaves, a sensory regulation walk, a mud kitchen conversation, a playground history timeline or a calm breathing activity under a tree.
The important part is that the outdoor space is being used with purpose.
Outdoor learning research often covers several overlapping areas, including curriculum learning outside, outdoor play, nature connection, forest school, residential experiences, physical activity, adventurous play and learning outside the classroom.
That matters because not all studies are measuring the same thing. Some are looking at academic attainment, some at behaviour, some at wellbeing, some at motivation and some at physical development.
Why is outdoor learning research important?
Outdoor learning is often judged by how it feels. Teachers say children seem calmer, more engaged, more talkative, more curious or more confident outside.
That matters, because teacher observation is valuable. But schools also need research because leaders have to make decisions about time, training, timetables, behaviour policies, SEND support, curriculum design and budgets.
The strongest case for outdoor learning is not that every lesson should move outside. It is that outdoor learning can be a powerful part of a broad, balanced, inclusive curriculum. Try this SEND Outdoors activity that focuses on regulation. Outdoor Ideas to help children regulate outdoors.
The Education Endowment Foundation notes that outdoor adventure learning may support wider outcomes such as self-efficacy, motivation and teamwork, while also warning that the evidence for academic outcomes is currently limited and should be interpreted carefully.
That is useful for schools because it gives us a balanced message. Outdoor learning should not be sold as a magic fix. It should be understood as a practical teaching approach that can improve the conditions for learning.
Sign Up for Our Free Weekly Outdoor Learning Magazine
Our free weekly Muddy Puddle Teacher Magazine is a brilliant starting point if you want regular outdoor learning ideas without feeling overwhelmed.
Each week, the magazine shares topical and seasonal inspiration for Early Years, KS1, KS2, Forest School and home settings. It is designed to give you simple ideas you can use in the week ahead, linked to what is happening in the season, the weather, special days, nature, school life and children’s interests.
The magazine is perfect for teachers who want quick outdoor learning ideas, childminders looking for fresh inspiration, parents wanting weekend and holiday activities, home educators planning nature-based learning and Forest School leaders wanting seasonal prompts.
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Outdoor Learning – What is it?
Use this video and our other collection of videos to learn more about what outdoor learning is and the research behind it.
Meet your host Sarah Seaman PGCE/MA who is also a teacher, educational consultant and author with Bloomsbury.
What does outdoor learning research say about engagement?
One of the strongest and most consistent findings around outdoor learning is that children often become more engaged when they learn outside. Art can be a really simple way to start practising outdoor teaching. Give this resource a go to make an impact tomorrow. Outdoor Art Ideas for KS1.
The Natural Connections Demonstration Project, delivered by Plymouth University and funded by Natural England, Defra and Historic England, was one of the largest outdoor learning projects in England. It worked with schools to support curriculum-based outdoor learning and reported that 92% of teachers surveyed said pupils were more engaged with learning outdoors, while 85% saw a positive impact on behaviour. Try these Outdoor EYFS Counting Games to make a start at implementing some outdoor learning at your setting.
This matters because engagement is not a soft extra. Engagement affects how much children listen, talk, remember, practise and participate. Do you have children in your KS2 class who find engagement hard? Explore this outdoor learning resource and put it in place today: KS2 Maths Symmetry Outdoor Ideas Pack.
For a child who struggles to sit still, the outdoors can offer movement. For a child who finds worksheets hard, the outdoors can offer objects, space and meaning. For a child who is anxious indoors, the outdoors can offer calm. For a child who rarely speaks in class, the outdoors can offer a more natural reason to communicate.
This is where outdoor learning becomes especially powerful in EYFS, KS1, KS2, and SEND settings.
What does outdoor learning research say about wellbeing?
Wellbeing is one of the most important parts of the outdoor learning conversation.
Children are growing up in a world where they spend more time indoors, more time on screens and less time in free outdoor play than many previous generations. Research and policy discussions increasingly recognise that nature, movement and play are linked to children’s health and development.
Natural England’s Children & Nature Programme highlights the importance of integrating time in nature at school and connects nature connection with better mental and physical health. A 2025 UK Parliament POSTnote on children’s wellbeing in schools also referenced learning outdoors as a factor teachers linked with improved social interaction, behaviour, attention and calm.
This is important because schools are now dealing with rising needs around anxiety, emotional regulation, attention, social skills and confidence. Start implementing some strategies today with these Outdoor Breathing Activities to calm little minds.
Outdoor learning gives children a different way to experience school. It can make learning feel less pressured, more playful and more human.
A child who feels overwhelmed by a busy classroom may manage better outside. A child who struggles to express emotions may find it easier to talk while walking. A child who finds direct adult questioning difficult may respond better during shared practical activity.
Outdoor learning is not a replacement for mental health support, SEND provision or good relationships. But it can be one of the most accessible wellbeing tools a school has. But for gentle support, try and give outdoor wellbeing activities a go, implement Outdoor Dysregulated Activities today.
What does the research say about behaviour?
Outdoor learning research suggests that learning outside can support behaviour, but not because the outdoors magically fixes behaviour.
It helps because the environment changes the demands on the child.
Indoors, children are often expected to sit, listen, wait, write, keep still, ignore sensory input and manage lots of social pressure. Outside, there can be more space, more movement, more sensory regulation and more practical activity.
The Natural Connections project reported positive teacher perceptions of behaviour when children learned outdoors. Natural England has also stated that children who spend time outside connecting with nature can show improvements in behaviour, attendance, academic achievement and social skills such as teamwork.
For schools, this does not mean sending children outside only when behaviour has gone wrong. It means using outdoor learning before children reach crisis point.
Outdoor learning can support regulation through routines such as movement trails, outdoor breathing, heavy work with buckets or logs, sensory walks, nature noticing, partner tasks, outdoor storytelling, chalk mark-making and practical maths.
You may want to link here to Outdoor Behaviour Strategies, Outdoor Learning for Dysregulated Children, 10 Outdoor Self-Regulation Ideas and Garden Therapy for Behaviour Management.
What does outdoor learning research say about attainment?
This is where schools need an honest answer.
Outdoor learning may support academic learning, but the research is not as simple as saying, “Outdoor learning raises attainment.”
The EEF’s outdoor adventure learning summary is cautious about academic outcomes and explains that the evidence base is limited when judged against strict academic measures.
But this is ‘outdoor learning’ in general, not using the bespoke methods Sarah Seaman and her team at The Muddy Puddle Teacher have created. They are currently compiling their own data by monitoring over 100 children over a 6-year period in schools that are doing outdoor learning on a daily basis.
It means we need to understand how it supports learning.
Outdoor learning can improve the foundations that make academic progress more likely. These include attention, talk, vocabulary, motivation, memory, confidence, physical development, collaboration and emotional regulation.
For example, a maths lesson outside, such as an outdoor shape lesson KS2, can help children understand number, measure, position and shape through real objects and movement. A phonics lesson outside can give children a reason to hear, say, find, sort and write sounds. A science lesson outside can make observation, questioning and investigation feel meaningful.
Outdoor learning becomes academically powerful when it is not random. It needs to be linked to clear curriculum intent and the correct outdoor learning kit used.
Instead of “let’s go outside because it is sunny,” the question becomes, “Which part of this lesson would children understand better if they could move, touch, build, collect, compare, act out or talk outside?”
That is the difference between outdoor time and outdoor learning
What does outdoor learning research say about physical development?
Outdoor learning naturally supports movement, but again, it works best when teachers are intentional.
In early years, physical development is not separate from learning. Children need core strength, balance, coordination, hand strength, crossing the midline, shoulder stability, spatial awareness and confidence with movement. These all affect mark-making, writing, attention, independence and play. Discover some outdoor learning gross motor skills activities.
The EEF’s Early Years Evidence Store explains that physical development approaches can benefit young children’s physical development and may also support cognitive development when educators use language to reason, sequence and think aloud.
This is exactly where outdoor learning is so useful in EYFS and KS1. Learn more about our specific approach to play outside using this handbook: Outdoor Play for Early Years Handbook.
Children can carry buckets, climb safely, pour water, make large chalk marks, build with crates, balance on logs, dig, sweep, jump, crawl, stretch, reach, throw, catch and move their whole bodies. Make a start today and explore: Water & Chalk Play Activities.
This is not “just play.” It is the body preparing the brain for learning.
What does outdoor learning research say about SEND?
Outdoor learning can be especially valuable for children with SEND because it offers more than one way to learn.
Many children with SEND are asked to access learning through sitting, listening, writing and remembering verbal instructions. Outdoor learning can reduce some of these barriers. For more detailed advice on this area, head to the Outdoor SEND Activities Learning Hub.
It can offer movement for children with ADHD, sensory grounding for autistic children, practical experience for children with language needs, visual support for children with dyslexia, physical exploration for children with dyspraxia and calmer social opportunities for children with anxiety or SEMH needs.
The research base around outdoor learning and SEND is still developing, so schools should avoid making overclaimed promises. But wider evidence around engagement, motivation, behaviour, wellbeing, physical development and teamwork gives a strong practical reason to include outdoor learning as part of inclusive provision. The EEF notes potential benefits of outdoor adventure learning for self-efficacy, motivation and teamwork, while Natural England highlights social, behavioural and attendance-related benefits of time in nature.
For SEND, the question is not, “Can this child cope outside?”
The better question is, “Could the outdoor environment remove a barrier this child is facing indoors?”
For many children, the answer is yes
What does research say about nature connection?
Nature connection is slightly different from simply being outside.
A child can be outside on a playground and not really notice nature at all. Nature connection is about noticing, caring, feeling curious, developing relationships, using the senses and seeing themselves as part of the natural world. Looking for outdoor learning training? Explore our online and face to face outdoor learning packages.
Natural England’s work on children and nature highlights nature connection as a route towards better health and wellbeing. Recent Natural England research also explored how teachers’ own childhood experiences of nature may shape how they support children’s access to nature in school.
This is important because teachers are key gatekeepers.
If a teacher feels confident outside, children are more likely to get regular outdoor experiences. If a teacher feels worried, undertrained or unsupported, outdoor learning can become occasional or disappear completely. Learn the differences between outdoor teaching and Forest School: How is Forest School different to Outdoor Learning?
That is why outdoor learning training matters. Not because teachers need complicated activities, but because they need confidence, permission and simple routines that work..
Muddy Puddle Teacher Podcast
The Muddy Puddle Teacher Podcast is another free way to get inspired. It is full of conversations, reflections and ideas about outdoor learning, teaching, play, inclusion, SEND, Early Years, child development and how to make learning feel more joyful.
The podcast is ideal for educators who want to learn while walking the dog, driving to school, tidying the classroom, planning at home or taking a quick wellbeing break.
If you are interested in outdoor learning but do not know where to begin, listening to the podcast can help you understand the bigger picture. You will hear ideas, stories and practical encouragement to help you feel braver about taking learning outside.
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What are the main barriers to outdoor learning?
The research and school experience point to very familiar barriers.
Teachers worry about weather, behaviour, safety, time, curriculum coverage, assessment, lack of equipment, lack of confidence and not knowing where to start.
But the answer is not to make outdoor learning bigger.
The answer is to make it smaller and more regular.
A school does not need to begin with a full outdoor curriculum. It can begin with one outdoor routine a week. One phonics lesson outside. One maths warm-up outside. One regulation walk. One story session. One science observation. One continuous provision enhancement.
The Natural Connections project found that schools most likely to engage with outdoor learning had supportive leadership and were open to trying new things.
That is a key message for school leaders.
Outdoor learning is not just about individual enthusiastic teachers. It works best when leaders give permission, protect time, support risk-benefit thinking and make it part of the school culture. Do you have a question? Our Outdoor Learning Knowledge Hub is the best place to start.
What does high-quality outdoor learning look like?
High-quality outdoor learning is not about pretty activities.
It is not about laminated resources blowing across the playground. It is not about recreating the classroom outside. It is not about spending hundreds of pounds on equipment. If you are interested in what a stripped-back curriculum looks like in early years, try some of our outdoor continuous provision planning.
Strong outdoor learning is simple, purposeful and child-centred.
It usually includes a clear learning intention, a reason for being outside, active participation, talk, movement, sensory experience and reflection.
For example, children learning about measure might compare sticks, order leaves, estimate puddle depth or create a playground metre trail. Children learning phonics might find objects beginning with a sound, write graphemes in chalk or jump between sound spots. Children learning story structure might build a story map with natural objects, act out the beginning, middle and end, then return indoors to write.
The outdoor space should do something the classroom cannot easily do.
That is the golden rule.
How can schools use outdoor learning research in practice?
Research is only useful if it changes what happens for children.
For schools, the most practical way forward is to build outdoor learning into existing routines rather than treating it as a separate subject.
Start with the subjects where outdoor learning feels easiest, such as science, PE, art, geography, early maths, storytelling, phonics and wellbeing. Then build confidence from there.
In EYFS, use outdoor learning through continuous provision, sensory play, physical development, communication and language, story, number and child-led exploration.
In KS1, use outdoor learning for phonics, practical maths, science observations, story retelling, role play, art, geography and regulation. Make a start now and try taking Venn Diagrams Outdoors.
In KS2, use outdoor learning for active vocabulary, measuring, investigations, drama, debate, environmental learning, history timelines, geography fieldwork, poetry and team challenges. Outdoor PE Games Activities can be a simple way to get some learning outdoors in KS2.
For SEND, use outdoor learning as part of regulation, communication, sensory processing, confidence building, movement, social skills and emotional literacy. Try some bespoke resources for SEND Outdoors. Try this pack of ideas for children who like to pull and throw things.
This is how outdoor learning moves from “nice idea” to everyday teaching tool.
What should schools avoid?
Schools should avoid making outdoor learning too complicated. Refer back to our Beginner’s Guide to Outdoor Learning to get the basics that help you create rich outdoor learning lessons.
They should also avoid treating it as only forest school, only playtime, only science, only EYFS or only something for confident teachers.
Outdoor learning belongs across the school.
Another mistake is using outdoor learning as a reward. If outdoor learning is only offered after children have behaved indoors, then the children who may need movement, space and regulation the most are often the least likely to access it. Use our Outdoor Learning & Behaviour Guide to support you with this.
Outdoor learning should be part of inclusive teaching, not a prize.
Schools should also avoid overclaiming the research. The evidence is promising and powerful in many areas, but it is not perfect. Some areas need more high-quality studies, especially around long-term academic impact and specific SEND outcomes.
A trustworthy school approach says, “We use outdoor learning because it supports engagement, wellbeing, physical development, inclusion, motivation and curriculum understanding. We keep reviewing what works for our children.”
That is much stronger than pretending outdoor learning fixes everything
A simple research-informed outdoor learning model
A useful way to think about outdoor learning is this:
Children learn better when they feel safe, regulated, interested and involved.
The outdoors can help with all four.
It can help children feel safer because there is space and less pressure. It can help regulation because children can move, breathe, lift, carry, touch and notice. It can build interest because learning feels real. It can increase involvement because children are doing, talking, building, finding and exploring.
This does not replace good teaching.
It supports good teaching.
How often should children learn outside?
The research does not give one perfect number for every school.
But regular, manageable outdoor learning is likely to be more useful than occasional big events.
A ten-minute outdoor routine every day may have more impact on some children than one outdoor day each term. A weekly outdoor maths, phonics, story, science or regulation session can build confidence for both teachers and pupils.
The aim is not to move everything outside.
The aim is to ask, “Where would outdoor learning make this easier, calmer, more active, more meaningful or more inclusive?”
That question can transform a school.
Outdoor learning research summary for teachers
Outdoor learning research suggests that learning outside can support engagement, behaviour, motivation, physical development, wellbeing, teamwork and confidence.
The evidence around academic attainment is more cautious, especially when judged through narrow test-score measures. But outdoor learning can still support the conditions that make academic learning more successful.
For teachers, the message is simple.
You do not need to be a forest school leader. You do not need a perfect outdoor area. You do not need expensive kit. You do not need to take every lesson outside.
Start small. Use what you have. Link it to the curriculum. Watch what happens to the children who struggle indoors. Build from there.
Outdoor learning is not an extra.
It is one of the most inclusive, practical and human ways we can teach.
Try these 100 Outdoor Learning Ideas to start simple outdoor activities for kids now!
For more support, visit The Outdoor Learning Hub, explore our Outdoor Learning Resources, read our Beginners Guide to Outdoor Learning, or start your 60 Day Free Trial.
You can also sign up to our Free Outdoor Learning Magazine for weekly ideas for EYFS, KS1, KS2, SEND, outdoor play and forest school.
Follow our Outdoor Ideas on Socia Media
We also share free outdoor learning ideas, tips, reminders and encouragement across our social media channels.
This is where you can find quick inspiration, seasonal prompts, behind-the-scenes teaching ideas, practical reminders and simple ways to make outdoor learning feel part of everyday life.
Social media is ideal if you want bite-sized outdoor learning ideas that you can save, share or come back to later. It can also help you feel part of a wider community of educators who believe children need more movement, nature, play and real-world learning.
Follow The Muddy Puddle Teacher for regular outdoor learning inspiration, free ideas and encouragement to take learning outside.
Make a Start Today! We have thousands of outdoor lesson ideas waiting for you.
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FAQ: FREE Outdoor Learning Research
What does research say about outdoor learning?
Research suggests that outdoor learning can support children’s engagement, motivation, behaviour, wellbeing, teamwork, confidence, physical development and connection to nature. Some evidence around academic attainment is still developing, so outdoor learning should be seen as a valuable teaching approach rather than a magic solution.
Does outdoor learning improve behaviour?
Outdoor learning can support behaviour because it gives children more space, movement, sensory input and practical ways to learn. The Natural Connections project reported that many teachers saw a positive impact on behaviour when pupils learned outdoors.
Does outdoor learning improve attainment?
The evidence around direct academic attainment is mixed and should be treated carefully. However, outdoor learning can support the foundations of learning, including attention, motivation, vocabulary, confidence, physical development and emotional regulation.
Is outdoor learning useful for SEND?
Yes, outdoor learning can be very useful for many children with SEND because it offers movement, sensory regulation, practical learning, communication opportunities and reduced pressure. It should be adapted carefully to each child’s needs.
Do schools need special equipment for outdoor learning?
No. Schools can start with simple resources such as chalk, cones, hoops, buckets, sticks, leaves, stones, clipboards, story objects and natural loose parts. The most important thing is not equipment, but teacher confidence and clear purpose.
Written by Sarah Seaman PGCE MA
Founder of The Muddy Puddle Teacher®
Teacher for over 19 years
Bloomsbury author
Trainer of thousands of teachers across the UK
Creator of The Muddy Puddle Teacher® Approach for curriculum-linked outdoor learning, outdoor play, SEND and early years practice.
