This research article explains how researchers worked with 545 children and young people across urban primary and secondary schools in England and Scotland to explore alternative approaches to environmental education centered on trees. The project was part of a larger UK research program called "The Future of UK Treescapes."
The authors challenge conventional approaches to environmental education that prioritize economic values or focus narrowly on sustainability and climate change. Instead, they propose starting with trees as a more open, inclusive approach that allows for diverse forms of research and learning. Their framework centers on three interconnected concepts: dwelling (creating spaces for embodied experiences with trees), skilling (valuing diverse forms of knowledge including traditional practices), and belonging (developing emotional connections that span past, present and future).
The researchers worked with diverse communities including "a highly ethnically diverse primary school in central Manchester; a predominantly white, working class primary school in Bolton" and "recently arrived asylum-seeking young people." They spent extended time (a year or more) at each site developing appropriate methods with children.
The paper describes how children engaged with trees through various activities: climbing trees in Forest School sessions, analyzing soil samples, building dens, playing in mud, measuring trees with scientific instruments, and documenting their experiences through videos. Traditional forestry practices like coppicing were incorporated alongside scientific methods to break down divisions between "vocational skills" and "curricular knowledge."
The researchers identified several implications for environmental education programs. Despite having access to rich learning environments, lessons often engaged students only at lower levels of learning rather than encouraging higher-order thinking skills. The authors suggest that teacher candidates needed better preparation to design student-centered, problem-based tasks that engage students in complex thinking about their relationship with trees and the environment.
The partnership between universities, tree-planting organizations, and schools proved valuable for all involved. The authors conclude that environmental education should seek out opportunities for collaborative and transformative learning related to trees, which can help prepare students to create a more sustainable world.
The Bottom Line
This paper explores how 545 children and young people across multiple urban UK schools engaged with trees through a range of transdisciplinary approaches. The researchers propose a framework of "dwelling, skilling and belonging" as a way to move beyond conventional environmental education. Rather than focusing primarily on sustainability or climate change, they argue for starting with trees as entry points that allow for diverse, open-ended, and experiential learning. The study found that children formed meaningful connections with trees through activities like climbing, measuring, soil exploration, den building, and mud play, with trees becoming "co-teachers" in the learning process. The paper challenges educators to consider multiple ways of knowing and experiencing trees that break down barriers between scientific, traditional, and creative approaches.