Nature Connection: Necessity not Luxury in Education

The troubles of the world can often feel overwhelming—not only for adults but also for children. The constant stream of environmental crises, societal challenges, and digital distractions can leave us feeling disconnected and anxious. However, a recent walk in my local mixed woodland reminded me of the profound healing potential of nature. As I wandered along the winding paths, listening to the birds and kicking up fallen leaves, I felt a sense of infinite curiosity reigniting within me. It wasn’t long before the weight of the world's troubles began to lift, replaced by a deep appreciation for the beauty and meaning found in nature. This is the power of nature connection, an essential basic need for each and every one of us.

However, the human relationship with nature is in crisis. The ongoing climate and environmental emergencies are a clear indication that we have become, and continue to be disconnected from the natural world. Yet, research shows that reconnecting with nature is not only beneficial for the planet but also essential for human well-being. The science of nature connectedness reveals that fostering a closer relationship with nature leads to improved mental health, happiness, and pro-environmental behaviours (Hurly & Walker, 2019).

Sir Bob Watson, lead scientist of the IPBES global assessment report, emphasizes the urgent need to re-establish a harmonious relationship with nature. His key questions: What makes us happy? How do we become more in tune with nature? How do we relate to nature? Are at the heart of this discussion. The answers lie in fostering nature connection from a very early age through nature immersive play based learning, nature-connected education and daily life experiences (IPBES, 2019).

The Role of Education in Nature Connection

Despite the proven benefits, many educational institutions are failing to prioritise nature immersive play or nature connection. In some cases, school environments even deny children their basic need for interaction with nature, often prioritising indoor, technology-driven learning at the expense of outdoor experiences. The rigid structure of classrooms, the reduction of outdoor playtime, and the lack of emphasis on high quality regenrative education is contributing to a growing disconnection from the natural world (Barrable, 2019).

Studies show that children's relationship with nature begins to decline around the age of 10 and does not fully recover until adulthood—if at all (Lambert et al., 2020). This breakdown in nature connection is alarming and suggests that educational institutions must take proactive steps to integrate nature-centered learning from early childhood through adulthood.

Why Nature Connection Should Be a Basic Right in Schools

Nature connection should not be an optional extracurricular activity—it should be a fundamental part of the curriculum. Research supports the argument that a close relationship with nature is a basic psychological need, essential for both individual well-being and collective sustainability (Hurly & Walker, 2019). Educational institutions should:

• Provide regular and meaningful interactions with nature through outdoor classrooms, school gardens, and green spaces.

• Incorporate nature-centered learning into subjects beyond science, including art, literature, maths and English.

• Encourage experiences that evoke positive emotions towards nature, such as mindfulness walks, nature journaling, and conservation projects (Barrable, 2019).

• Design school environments that support biodiversity and allow students to engage with the natural world.

A Call to Action: Embedding Nature Connection in the Curriculum

If we are to truly address the environmental crisis and promote holistic well-being, we must ensure that nature connection is embedded in school curricula. Educators, policymakers, and communities must recognise that fostering a meaningful relationship with nature is as important as literacy and numeracy and when immersed all can be achieved together.

It is becoming more and more evident that we need to work together with schools, education boards, and governments to take action by:

• Recognising nature connection as a fundamental component of child development.

• Implementing policies that integrate regenerative learning and nature-centred education.

• Ensuring equitable access to natural spaces for all children, regardless of socioeconomic background.

• Encouraging interdisciplinary collaboration to create school environments that nurture both academic and ecological literacy.

The Nature-Connected Curriculum offers a simple and manageable route into a regenrative and nature centred approach to learning where teachers, students, and the school community collectively embrace nature connection. The well-being of future generations—and the planet—depends on how we educate children today. It is time to make nature connection a core pillar of education and ensure that every child has the right to a relationship with the natural world.

References

Barrable, A. (2019). "Nature connectedness should be a distinct goal of early childhood education." University of Dundee.

Hurly, J., & Walker, G. J. (2019). "The human need for nature connectedness: A basic psychological need?" University of Alberta.

IPBES (2019). "Global assessment report on biodiversity and ecosystems." Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services.

Lambert, S., et al. (2020). "Proposals for nature connectedness in the Gallup World Poll."