New report highlights inequalities in access to outdoor learning

A new report from the All-Party Parliamentary Group for Outdoor Learning (APPG-OL) has found that children from disadvantaged backgrounds and those with special educational needs and disabilities (SEND) are more likely to miss out on outdoor learning opportunities.

Published on 19 October, the report, Outdoor Learning: Access and Equity – Participation, Barriers and Opportunities, examines who is accessing outdoor learning across England and identifies the barriers preventing children and young people from taking part.

Drawing on national participation data, academic research and a survey of the outdoor learning sector, the report found that while the benefits of outdoor learning are widely recognised, opportunities are not equally available to all pupils.

The findings show that participation becomes less equal as activities become more expensive and complicated to organise, particularly residential visits.

Funding, staffing shortages, transport costs and the workload involved in organising visits were among the main barriers identified. The report also found that a lack of confidence and capability in the workforce affected the provision of outdoor learning.

The vital importance of outdoor learning

Despite the many barriers, the APPG found that demand for outdoor learning remains strong. The problem is less about whether children and families want these experiences and more about whether schools and providers have the resources to offer them.

Tim Farron MP, Chair of the APPG for Outdoor Learning, said:

“Outdoor learning is vital to the educational, emotional and physical wellbeing of our young people. This report clearly demonstrates that our principal challenge is no longer in demonstrating the value of outdoor learning. The challenge is ensuring that access to its benefits is consistently and equitably realised.

“It is a tragedy that so many children miss out on these experiences. We must work together to bring down the barriers to outdoor learning so that every child can experience the joys of nature, build confidence and capability, and widen their horizons.”

Why systemic change is needed

The report points to programmes including Adventures Away from Home and Generation Green as examples of initiatives that have successfully increased participation among underrepresented groups. However, it warns that short-term programmes alone are unlikely to solve the problem; wider access to outdoor learning requires a sustained and system-wide change.

It also considers the government’s proposed Enrichment Framework, which includes a ‘nature, outdoors and adventure’ strand. While this could help improve access to outdoor learning, the APPG-OL warns that this entitlement to enrichment will need to be supported by funding, staffing and practical support if schools are to deliver it.

The report concludes that improving access to outdoor learning will require sustained investment and greater support for schools and providers, particularly where pupils face additional barriers to participation.

Read the full APPG Outdoor Learning Access and Equity Report here.

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