“How we walk in the woods”

 “An environment based education movement, at all levels of education, will help children realise that school isn’t supposed to be a polite form of incarceration, but a portal to a wider world.” (Richard Louu)

“There exists an innate need for children to engage with nature. When they do, they fall unconditionally “in love” with nature and “stand” in love with nature into adulthood” (Monhart.)

"As we begin to exit the pandemic and look to how we can build back better and greener, environmental science and geology will play a vital role in developing what our greener world will look like. But sadly, we are missing out on the potential of so many talented scientists, and risk further entrenching inequalities for the next generation if we do not act now to show everybody, no matter their background or gender, that science is for them” - Ms Chi Onwurah -The UK Parliament's All-Party Parliamentary Group (APPG) on Diversity and Inclusion in Science, Technology, Engineering and Maths (STEM) 

The World Bank’s research, amongst others, evidences that work focussed on challenging inequalities needs to be priorities within our Early Education Settings and provisions. 2019 Early Years Foundation Stage Outcomes evidenced a range of 84% - 85% achievement in learning connected to “Understanding the World – The Natural World “Early Learning Goals. Deeper analysis evidences significant inequalities - Boys Ethnicity minority achievement was 47%; Girls/ Ethnicity minority - 63%. This data evidences with a growing concern related to low income and Ethnicity Minority families facing barriers/discrimination which reduce their ability to engage in a range of nature based, outdoor activities. (Research of Dr Anjana Khatwa). 99% of our Early Years Community would, in DFE terms, be categorised as Ethnicity Minority families.  This project worked to ensure that all our children could engage in high quality outdoor learning experiences focussed on Physical and Environmental Science.

Further concern - 24.4 households per 1,000 in temporary accommodation - Private renting is the most insecure type of housing, with the continued existence of Section 21 ‘no fault’ eviction notices, which leaves many private renters under the constant threat of eviction. Private renting also remains the most unaffordable housing tenure, with private renters spending on average 40% of their income on rent. As families struggle to find an affordable place to live, or are unable to move within the social rented sector, they are forced to accept housing that isn’t suitable for the needs of them and their children.

Families in this situation are develop increases in anxiety and depression at younger ages : Difficulties with emotional regulation and self-control, Lack of socialization, sharing, and problem-solving skills, increased risk of obesity and Type II diabetes, Vitamin D deficiency, higher stress levels, reduced creativity, lowered self-esteem

To reverse the cycle, research insists, education is essential. Children are especially impressionable and early exposure to nature in a safe environment, such as with a schoolteacher or parent, could support children’s needs.

Creative solutions are necessary because as cities grow bigger and denser, accessing green space is becoming difficult for many, especially those in low-income communities (FSM) and Ethnicity minority families.