Nature Play as a Catalyst for Outdoor Learning, Engagement and Wellbeing in Australian Primary Students

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Abstract
In Australia and around the world, young students are increasingly experiencing declines in wellbeing, engagement, and sense of belonging. These trends are accompanied by rising anxiety and social disconnection that affect learning and development. In response to these concerns, this study investigated whether a 10-week nature play intervention could support wellbeing, engagement, and learning in Year One students. A quasiexperimental mixed-methods design was used with students (N = 50; mean age = 6.87 years) from a metropolitan public primary school in Sydney, Australia. Participants were allocated to an intervention (n = 25) or a waitlist control group (n = 25). Data was collected at three time points: pre-intervention, post-intervention, and four-month follow-up. Quantitative measures included reading and mathematics results, and a student self-report questionnaire assessing play, nature connection, engagement, and wellbeing. Qualitative data comprised teacher and student journals, teacher interviews, parent surveys, and researcher observations. The results indicated significant improvement in mathematics, alongside children’s reported expressions of joy, autonomy, and emerging awareness of human–nature reciprocity. Despite limitations in sample size and context, these outcomes suggest that nature play supports holistic development while promoting a broader view of education that values wellbeing, engagement, and belonging alongside academic learning.
Funding Information
  • Commonwealth

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