One of the undoubted positives to come out of a year of unprecedented difficulties, challenges and misery is the abundance of evidence that an active interest in nature improves mental wellbeing. This needs to be properly reflected in the school curriculum.
Millions of people, their everyday lives and routines suddenly on extended pause, found themselves with plenty of time on their hands — time to look around, go for walks, get stuck into gardening or just nurture some seedlings in a window box. Time, in other words, to interact with and appreciate nature.
In a post in May we highlighted a Royal Horticultural Society poll in Britain that found that 71% of respondents felt that gardens and outdoor spaces had helped them with their mental health during the first Covid lockdown.
In the same week The Guardian reported that people were discovering that “growing plants does wonders”. It referred to a 2018 study which found that gardening produced similar benefits to cognitive behaviour therapy.
The article also quoted Dr Alan Kellas, of the Royal College of Psychiatrists: “There is considerable evidence that 120 minutes’ exposure to nature a week is a key factor in maintaining positive mental health.”
This surely applies as much to children as it does to adults. Our children need to be learning about plants and about nature more generally, including the impact on mental wellbeing. We need to engage children’s interest in direct ways so that learning about the world around us is ‘hands-on’ and experiential.
This might include looking for locally grown produce in supermarkets, linking plants to diet, cookery classes and flower science. All children should also be given experience of growing vegetables in the school garden.
Life-Based Learning has Plant Life and The Emotions as two of its nine curriculum themes, prioritising an appreciation of nature and mental wellbeing.
Image at the head of this article by congerdesign from Pixabay