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Why is it Crucial for Educational Settings to Connect Young People with Nature? - Research by Emily Hunt
Emily Hunt
September 13, 2025
In this essay, I will be investigating why it is crucial for educational settings to connect young people with nature.
‘Connecting’ young people with nature refers to the development of a relationship between individuals and the natural world. This can be described as an emotional attachment to nature and is achieved through interactions with nature as a child. (Promiseofplace.org, 2024).
In this essay, ‘educational setting’ refers to anywhere where teaching and learning takes place. This essay focuses on young people, so this includes mainly primary schools, secondary schools, universities and colleges.
The aim of this essay is to demonstrate the importance of the role educational settings play in connecting young people with nature. Efforts made by educational settings are a vital tool to fight the huge disconnect of young people from nature that we are currently experiencing, particularly those aged 15-16, the most affected age group (www.essex.ac.uk, n.d.).
A disconnect from nature is detrimental to an individual’s health, particularly mental health and cognitive development (Maes et al., 2021). It is also detrimental to global conservation efforts, which rely on public support driven by emotion experienced by those with a love for the natural world (Castillo-Huitrón et al., 2020).
We are becoming increasingly more disconnected from nature (ScienceDaily, n.d.).
1 in 3 young people (33%) reported that they have a low level of connection to nature in the Children’s People and Nature Survey, conducted by Natural England and Gov.UK (GOV.UK, n.d.).
This is thought to be due to a variety of factors, including screentime and urbanisation. (Price et al., 2022). These factors affect connection to nature for different reasons, but all increase the separation between people and nature. Screentime for example, takes up young people’s time when otherwise they would likely entertain themselves outside. Urbanisation reduces access to nature and so makes connecting more difficult.
This has an impact on the success of conservation initiatives globally.
Positive experiences with nature as a child lead to a positive environmental viewpoint (Wells and Lekies, 2006)
This influences your desire to seek connections with nature, and thus protect it. This positive relationship with nature is known as the Biophilia Hypothesis (Rogers 2019). The term biophilia was introduced by O. E. Wilson to describe our innate affinity with nature and love for living things.
Children who frequently access nature, either directly or vicariously through media, are much more likely to experience biophilia, and more likely to support biodiversity conservation efforts (Soga et al 2016).
On the contrary, a negative relationship with nature as a child can lead to a negative environmental viewpoint. Negative interactions may include a conditioned fear (phobia) (Merckelbach et al., 1989) of invertebrates such as wasps, or a general aversion to nature due to aspects regarded as dirty or gross. If this is the case, an individual is likely to feel little connection to the natural world but rather find a lot of wildlife and natural settings repulsive or frightening. (Soga et al., 2020).
This negative relationship with nature is known as biophobia. This can be specific biophobia towards a certain animal such as arachnophobia, fear of spiders, or it can be broader and manifest as a general dislike for nature. Olivos-Jara et al found that the second most common emotion displayed by children of 5 years old towards nature was fear (Olivos-Jara et al., 2020).
Biophobic people are unlikely to care about nature and the environment. (Harwitz, 2023).
Therefore, if we do not foster biophilia in children, this can increase the likelihood of development of biophobia and a negative environmental viewpoint. This has negative implications for the future as young people grow up into adults who do not pay attention to the importance of conservation or environmental issues. They may also pass biophobic attitudes onto their own children.
The decrease in direct experience of nature directly correlates with biophobia.
One study, that surveyed Chinese school children aged 9-10 along an urbanisation gradient, found that children’s contact with nature was typically lessened in urban areas, and that this reduced biophilia in school-aged children. (Zhang, Goodale and Chen, 2014).
This relationship between contact with nature and biophobia is known as the urbanisation-disgust hypothesis. (Soga et al., 2023) This demonstrates that as experience in nature is reduced, biophobic attitudes increase. When these biophobic attitudes increase, they can be detrimental to health, inducing anxiety and stress (Bhaumik et al., 2020) as well as leading to unnecessary avoidance of aspects of nature, and inducing an apathy towards environmental issues. This can have extremely detrimental effects on conservation efforts due to a lack of emotion-driven public support (Castillo-Huitrón et al., 2020).
Phenice et al suggest that this separation from nature is taught, and that we are born with a sense of affinity to the natural world (Wilson’s biophilia (Kellert and Wilson, 1995)).
Data has shown that young children construct their understanding of the natural world through observing human relationships with it – thus, educational experiences can shape their concept of the natural world and inform their perception of their place in relation to it. This demonstrates that the concept of biophobia, a general aversion to nature, is taught. (Phenice and Griffore, 2003).
Wilson’s biophilia is the ‘natural’ state that all children are born with. When this is not maintained by direct, positive experience of nature and the development of an understanding about the natural world, biophobia can set in. Therefore, educational experience can shape connectedness.
Corbett writes that that there are three ways to learn about nature:
Therefore, aside from direct learning, many experiences can influence an individual’s attitude towards nature, aside from direct experience.
We can learn through direct experience, or vicariously through the media or manmade settings (Island Press, 2015). However, when we take away direct experience of nature, vicarious methods typically involve distorted representations of nature. Zoos and aquariums display captive animals in unnatural settings, and the media sensationalises wildlife, therefore exaggerating potential negative opinions.
For example, media representations of predatory animals as brutal and violent can make people more fearful than is necessary. (Animals & Media, n.d.). An example of this would be the film Jaws (1975) that depicts a shark as a rampaging killer and incites fear in the audience. Therefore, direct experience of the natural world is crucial to developing a healthy and positive relationship with nature, and it is difficult for a child to experience biophilia unless they have this opportunity.
In conclusion, connecting young people with nature is important because experiences as a young child can be seen to inform and shape one’s relationship with nature throughout later life. This directly influences the environmental viewpoint of individuals and therefore impacts their attitude towards environmental decline and subsequent conservation efforts. For this reason, this affects the success of conservation around the world and influences the wider environment.
Equally, biophilia refers to an innate affinity with the natural world, that in our urbanised and technologically advanced society, younger generations are losing. Greater levels of biophobia (negative attitudes towards nature such as finding certain organisms repulsive) are present in more urbanised areas, in line with the urbanisation-disgust hypothesis. Biophobia also stems from our consumption of mass media that paints certain aspects of nature in a negative way designed to produce negative emotions such as fear.
Therefore, connecting young people with nature is crucial to developing a positive relationship with the natural world and combatting the increased separation of humans and nature.
The three main purposes of education, as stated by the government, are:
(Gibb, 2015)
So, where does connection to nature come into these objectives?
There is a relationship between nature connectedness and academic success. Evidence from research studies demonstrates a cause-and-effect relationship between children’s connectedness with nature and their display of traits such as:
These traits are key to academic success.
There is also evidence that nature-based instruction outperforms traditional classroom instruction, being more effective. (Kuo, Barnes and Jordan, 2019)
One key reason for this is the effect that nature has on attention span.
An increased attention span increases the ability of children to learn and develop new skills (IBE — Science of learning portal, 2024). Nature has been found to have positive effects on attention span. One study, Li and Sullivan, found that simply the view from a classroom window has the power to alter attention span. They compared ‘green’ views of nature with views of a built environment. ‘Green views’ included trees and other plants, and the wildlife they contain whereas ‘built views’ included buildings and manmade structures.
Views of greenery were found to improve learner’s attention span, and reduce stress (Li and Sullivan, 2016).
Nature has also been found to have positive effects on the attention span of students with conditions such as ADHD. One study found that in areas with green surroundings, students displayed greatly reduced symptoms of ADHD, and parents with children with ADHD report that time spent in nature is greatly beneficial to concentration (eePRO, 2024).
Nature has such a great effect that it has been suggested that it should be used as part of treatment for symptoms of ADHD to improve the lives and learning of young people. For example, many students with special educational needs are advised to take part in nature-based activities with organisations such as iLeap that aim to provide recreational activities that promote social interaction and life skills development for students with disabilities. These often involve helping out on a local farm or nature reserve.
Joy is greatly important in education – learning is most effective when students are interested, engaged and enjoying themselves. This is believed to be because of the effects of joy on memory, suggesting that there is a connection between memory and mood. (www.psychologytoday.com, n.d).
Memory is also affected by stress, due to stress hindering higher levels of cognition (ASCD, 2024). Connection with nature is considered a great source of joy. Young children report feelings of happiness and joy after experiences in nature, as well as reduced stress. (eePRO, 2023). The benefits of this experience in nature can then be seen to have a ‘ripple-effect’, influencing future lesson performance and learning outcomes. Teachers find that following lessons in nature, they are able to teach for longer periods of time uninterrupted, and students demonstrate greater levels of concentration and engagement with learning.
This is known as ‘refueling students in flight’ and suggests that concentration can be rejuvenated in the classroom by the joy derived from exposure to nature. (Kuo, Browning and Penner, 2018)
Experiences in nature also have positive social effects and therefore improve social cohesion in the classroom, contributing to a more positive learning environment.
Time spent in nature increases social connection and reduces antisocial behaviour (Apa.org, 2025). Therefore, nature can be seen to improve overall social health (the ability to form and maintain relationships) (Arbuthnott, 2023). By providing opportunities for social learning, collective exploration of interests, and a sense of belonging, experiences in nature have a positive effect on the overall socialisation of children, allowing young people to develop appropriate behaviours, individual beliefs and knowledge of societal rules.
This is beneficial to the school environment, as it encourages the following of school rules, positive interactions between students and improves decision making (Emerson, 2024).
Education about environmental crises can be seen to be crucial in order to reduce the negative effects of conditions such as eco anxiety among young people. Eco anxiety is best described as an emotional response to environmental threats like climate change (Kurth and Pihkala, 2022). Feelings of anxiety and stress negatively impact academic performance, and all other aspects of daily life.
In my survey, which I conducted online, via social media, among state secondary school pupils in Warwickshire, 40% of respondents described their feelings about the climate and biodiversity crisis as ‘very worried’, while 35% chose mildly concerned. This is representative of the wider issue of anxiety induced by ecological crises, with a survey by Save the Children reporting that 70% of young people are worried about the future (www.savethechildren.org.uk, n.d.).
Due to the huge toll that environmental crises are having on younger generations’ mental health, education about nature and the environment can be seen as crucial for young people to be able to connect with nature and develop a greater understanding of global issues. This can lead to a healthier way of thinking about such crises and promote pro-environmental behaviour. (Nature.com, 2025). Reducing this stress allows young people to focus more on their education. Therefore, connecting young people with nature and engaging in education about environmental crises can increase academic performance by improving environment-specific mental health conditions.
In conclusion, the benefits of nature connection are in line with the government definition of education and its goals. This is because nature has benefits for learning such as improving attention span and therefore aids students with conditions such as ADHD. This effect can be observed in studies with exposure to nature as minimal as a view from a window.
Nature also plays a role in introducing ‘joy’ into education. Experiencing joy in education settings leads to more effective learning as it makes young people more likely to be interested in and engaged in subject matter. Nature is reported as a source of joy by many young people. Nature connection also reduces feelings of stress and anxiety, in particular eco anxiety.
Overall, nature connection has many benefits that enhance learning both directly and indirectly.
So, connection with nature may be crucial to education in many ways, but it may not be possible for all schools to connect their students with nature. In this section, I will outline current government plans to implement nature education in UK schools and then assess their strengths and limitations.
The government's 25 Year Environment Plan, launched in 2018, aimed to set out objectives for the improvement of the environment ‘within a generation’ (DEFRA, 2018). As part of this, the Department for Education (DfE), Natural England and the Department for Food, Environment and Rural Affairs (DEFRA) launched the Children and Nature Programme, to promote the importance of integrating education and nature. This included two main projects, including the National Education Nature Park and the Climate Action Award Scheme.
The National Education Nature Park aims to benefit students, staff and nature.
Students are encouraged to spend time outside, helping physical and mental health. They are also given the opportunity to voice concerns about nature's decline, and the knowledge and skills to understand this area. Most importantly, the National Education Nature Park aims to connect young people with nature.
Staff are provided with an abundance of resources that support the implementation of nature-based learning across the curriculum and build confidence in teaching in and about nature. Through improvements to schools’ green spaces, and increased awareness among young people, nature benefits too. For example, taking part in this scheme may lead to young people taking part in citizen science projects such as the Big Garden Birdwatch and the Big Butterfly Count, and therefore contributing to conservation efforts and scientific research. (www.educationnaturepark.org.uk, n.d)
However, the National Education Nature Park may not be accessible to all educational settings across the country. Access may be limited for urban areas with no green space, or schools with limited funds. However, the National Education Nature Park prides itself upon its accessible nature, providing a bank of case studies that demonstrate how green space can be created and improved in many different ways. For example, one way in which urban settings are encouraged to participate is through the construction of green walls.
Green walls are vertical structures containing plants, that aim to bring nature into urban areas. (www.naava.io, n.d.) They can be planted with wildlife-friendly plants such as plants for pollinators like oxeye daisies. One case study provided by the National Education Park is the Co-op Academy in Manchester. The Academy describes how the presence of greenery in a previously ‘grey’ space has improved the appearance of the area and has had a positive impact on the mindset of staff and students (Education Nature Park, 2023).
This demonstrates how connection to nature does not have to be a conventional woodland walk – it can be as simple as the presence of greenery on the school playground.
However, some disadvantaged areas may not have the funding to incorporate nature into their buildings using a strategy like building a green wall. School funding in areas across the country has been reported to be inadequate. The National Education Union reports that 85% of schools do not receive enough funding to provide adequate learning resources to students (National Education Union, 2023). In educational settings, materials for learning such as books and other fundamental resources come before investing in school green spaces. Therefore, how can we expect schools to invest in green spaces when they struggle to afford basic learning materials? We can consider that finances are a barrier to connecting young people with nature in educational settings, particularly in disadvantaged areas.
So, efforts have been made for the National Education Nature Park to be accessible to those with limited funding. In 2023, £15 million funding was announced as available to disadvantaged areas to improve access to nature. This funding was advertised as being available to ‘improve outside learning facilities’ and boost biodiversity on school sites, improving connection to nature (GOV.UK, 2023). This may well be an important step towards closing the gap in nature connection between wealthy and disadvantaged young people, with those who are disadvantaged often being the most disengaged. This is partly because of financial barriers but also because of the stigma, particularly surrounding ethnic minorities, that nature is ‘not for people like them’ (Waite et al., 2021).
The Children and Nature Programme also entails the ‘Climate Action Award Scheme / Climate Leaders Award’ which aims to recognize and reward the efforts made to enhance green spaces and connection to nature in educational settings.
It is designed like the Duke of Edinburgh awards, in that students can work through different levels and receive a certificate (GOV.UK, 2022). It aims to increase opportunities for young people to deliver projects in their schools – by making efforts for nature into something that is regarded as an ‘achievement’, children and adults are encouraged to do their bit. The Climate Action Award scheme also adds to young people’s CVs, demonstrating their skills and pro activity regarding conservation. This incentive puts connection to nature higher on the agenda for both young people, their parents and school staff.
Equally, students taking part in this will have a positive effect on other students. By working to improve the biodiversity of the school site, other students will benefit from a better green space in which to connect with nature. (Nhm.ac.uk, 2022)
The Natural History GCSE was accepted by the DfE in 2022, originally set to enter schools in 2025. The GCSE aims to create a more ‘nature-literate’ society, meaning a society with increased connection, knowledge and awareness of nature.
It was introduced by naturalist Mary Colwell, as an attempt to increase natural history education in schools. The syllabus is designed in order to foster an appreciation of the natural world and provide a pathway into green careers in sustainability and conservation (GOV.UK, 2022). It also targets GCSE age students, which are currently considered the age group most disconnected (www.essex.ac.uk, n.d).
However, the Natural History GCSE is no longer due to come into schools in 2025. The DfE states that the 2025 pledge was made by the previous government, and that the GCSE is now more likely to enter schools in 2026. This is because the ‘sign off’ process was stalled following the election. The GCSE is reportedly seen as a ‘Tory initiative’ (Ghll.org.uk, 2024).
Mary Colwell, who developed the GCSE, stated that it was “hugely disappointing” following “all the time, passion and energy that was put into developing the GCSE, and the overwhelmingly positive response the idea received”. (Booth, 2024)
Aside from this stall in the process, the GCSE is also inaccessible to many due to other reasons. Firstly, it will be an optional subject – it is not being imposed as a compulsory subject across schools. Therefore, if a school decides to take up the GCSE, only a handful of students will be on the course. However, this is likely to have a ripple effect. Connecting just a few students with nature can be beneficial to the wider community. This is due to minority influence – the power of active minorities to bring about societal change. (Prislin, 2022). Therefore, the GCSE will have an instrumental role in injecting a group of nature-literate students into a school, who will then influence other pupils and hopefully be inspired to bring about change in the school environment.
However, again, funding can be seen as an issue. In order to run the GCSE, schools must have a dedicated member of staff.
Faye Irvine, Education Manager at Warwickshire Wildlife Trust told me that “the Trust finds it difficult to work with schools that do not have a dedicated member of staff” and requires someone “passionate about nature and sustainability”.
This is often a barrier, as schools are underfunded and understaffed, (Nga.org.uk, 2019) and so lack the ability to participate in initiatives unless a staff member is particularly driven. The Natural History GCSE would rely on Geography and Science teachers training for the new course. (Lochery, 2022). This will require a certain level of motivation among staff members. Therefore, we cannot assume that staff in underfunded schools will take this up. Many would say that teachers ‘have enough on their plate’.
In fact, the GCSE may widen the gap between private schools and comprehensive schools by adding another subject that comprehensive schools cannot access. There is already a relationship between wealth and nature connection which suggests that wealthy people are more likely to be connected to and care about nature (Fairbrother, 2013), and this may exasperate this relationship.
This is counterproductive because the GCSE may well only be available to those who are already likely to be connected to nature, when in fact we need to reach those who are less likely to be. Research has also shown that the relationship between nature connection and wellbeing is stronger in those of lower socioeconomic status and helps to close the health-related gap between the lower and upper classes due to nature-related health benefits. (ScienceDaily, 2024)
My survey of state secondary school pupils, conducted via social media, demonstrated that young people have a desire to learn more about nature, with 95% expressing that they are open to learning about nature in response to the question ‘are you interested in learning more about nature?’.
Therefore, young people can be seen to be willing to participate in educational activities centered around nature and the environment. So, this shows that if the opportunity is provided, young people are very likely to participate, and so nature connectedness would increase. This demonstrates that it is crucial for educational settings to partake in activities, such as the National Education Nature Park, in order to provide young people with this opportunity. It also supports the need for a Natural History GCSE as it demonstrates that young people would be interested in learning about this subject.
My survey also found that only 5% of participants believed that their school is ‘doing enough to encourage young people to be interested in nature and the planet’. The other 95% answered that their school is not doing enough. This demonstrates that school students themselves recognize that there is a lack of nature on the curriculum, and as part of school life. This provides evidence for the idea that schools are not doing enough to encourage youth connection with nature and educate about environmental crises.
In conclusion, there are several strategies employed on a government level to make it easier for educational settings to connect their students with nature. These include the National Education Nature Park, the Climate Action Awards and the Natural History GCSE. Upon evaluating these strategies, I have found that there are barriers to participation, mainly financial or relating to accessibility. Therefore, I believe that most educational settings can make efforts to connect young people with nature and should participate in activities such as those devised by the government. However, some may experience barriers which make these sorts of strategies inaccessible and therefore ineffective.
Overall, I believe it is indeed crucial for educational settings to make efforts to connect young people with nature.
It is hugely beneficial to individuals’ mental health, physical wellbeing, performance academically and the future conservation of the environment. The majority of young people attend some form of educational setting regularly – whether it is a school, a college or an alternative arrangement. Therefore, educational settings have the power to improve the nature connectedness of an entire generation.
If I could suggest changes to how educational settings deal with connecting more young people with nature, I would like to see the government incentivise their strategies for youth engagement with funding, or by offering training. For example, training staff to educate young people about the climate. I believe this would be effective in getting more members of staff on board and increasing the number of schools that participate in government schemes, therefore making it possible for all educational settings to connect young people with nature. I would also like to see nature education implemented into the curriculum, in a form such as the Natural History GCSE, so that students have the opportunity to learn more about nature and the natural world.
I would also like to see young people play a part in decision making. For example, in my survey the majority said that they had a desire to learn more about nature. I would like to see those in authority ask young people how, and what, they would like to learn. This may make youth engagement strategies more effective, because young people know what will work best to get their peers on board. I would also like to see a change in narrative. Young people are commonly tarred with the same brush – as disinterested and uncaring. However, the results of my survey contradict this, as do theories such as the urbanisation-disgust hypothesis. These instead suggest that the interest is there, however the opportunity is not. Therefore, I conclude that the key action I would like to see taken is the creation of opportunity to engage with nature, for all young people.
After conducting this project and learning of the negative impact disconnection from nature can have on all aspects of life, I conclude that all people should have a right to access nature. I believe that in all areas, people should be aware of their local green space and encouraged to participate in outdoor activities. In areas with limited access to nature, creating green space should be a priority. This would likely have a positive effect on other aspects of the area, such as improving academic performance.
Overall, I believe that connecting young people with nature is crucial to halt our gradual disconnection from the natural world. I believe that it is vital for young people’s mental health, wellbeing and academic performance. Lastly, an emotional investment in the state of nature is hugely important in the success of conservation efforts and combatting environmental crises.
Therefore, youth connection to nature is not only crucial for individuals, but also for the future of our planet.