A systematic review of the literature highlights the potential positive impact of nature-based learning for primary school aged children

Nature-based learning initiatives have grown considerably over the past several years. While there has also been considerable growth in related research, knowledge gaps remain as to the outcomes of nature-based learning. This systematic review of the literature addressed this concern.

Studies included in the review were limited to studies where (1) the participants were children aged 4 to 12 without pre-existing health or developmental concerns, (2) the research focused on nature-based learning, and (3) quantitative measures were used to assess student outcomes. A total of 20 studies were included in the review, involving a total population of 3283 children. As there is no universal definition of nature-based learning, the current review used the definition of “nature pedagogy” as defined by the International Association of Nature Pedagogy (IANP) -- “learning and teaching, using nature inside or outside of the classroom”.

The included studies took place in a variety of countries; but most (18 out of 20) were conducted in Western countries. Almost all were published from 2014 to 2019. While all the studies used quantitative measures to assess outcomes, study designs and outcome measures varied widely. There was also considerable variation in the nature-based learning activities. The number of participants in the included studies ranged from 10 to 647. Most of the studies focused on 9- to 11-year-old children. For purposes of this review, outcomes were grouped into five categories: physical activity (PA), mental health and wellbeing, educational, engagement and social outcomes. Educational outcomes were the most commonly measured outcomes, with reported impacts being consistently positive. All studies reported a statistically significant increase in at least one aspect of PA. Four studies measured outcomes relating to mental health and wellbeing, yielding mixed results. Eleven studies measured educational outcomes, with nine reporting improved outcomes. The educational outcomes investigated include different academic areas (reading, spelling, mathematics, writing, literacy, and science), as well as disposition to learn and learning motivational behavior. Three studies measuring student engagement reported conflicting findings. Three studies investigated social outcomes with a focus on communication, social activities, and social skills. Findings from these studies “indicate that nature-based learning may have potentially positive impacts on the social outcomes of children.”

Findings across all included studies highlight the potential positive impact of nature-based learning for primary school-aged children on a range of outcomes. While this review adds to the support of nature-based learning, methodological issues of the included studies indicate that more research is needed before definitive conclusions can be offered.