Nature’s Classroom: Where Learning Meets Excitement

School Beyond Limitations organises three residential weeks throughout the school year.

One of the main foci of these experiences is to show students how much we can learn from nature and how exciting nature and being engaged in outdoors activities can be. Free, structured and unstructured outdoor play boosts problem-solving skills, focus and self-discipline.

Socially, it improves cooperation, flexibility, and self-awareness.

Emotional benefits include reduced aggression and increased happiness. An interesting study by the American Medical Association states that ‘Children will be smarter, better able to get along with others, healthier and happier when they have regular opportunities for free play in the out-of-doors.’

During our residential weeks we create space for free, structured and unstructured play.

We aim for social interaction and the exposure to nature wherever we can. Students often tell us that they feel happier, satisfied about their experiences and proud of themselves about their achievements. They realise how capable they are in overcoming initial fear moments, how much they can rely on their own skills and on their own intuition and how wonderful their creative minds are working when they are supposed to build their own outdoor artistic displays.

I am convinced that nature is a tool to get students experience not just the wider world, but themselves.

So, climbing a tree or being engaged in skilful outdoor activities is about learning how to take responsibility for oneself, and, even more importantly, how to measure the risk implication for oneself.

I remember that during a former residential week when students were involved in climbing, the alpine guide, who was instructing the students and the staff members, told us to reduce, wherever possible, the adult intervention.
He mentioned that it is fascinating to see how children find their own way of coming out from a tricky situation.
Of course, they have to be aware of the risks and they have to be secured first, but, once they realise that they can experiment by themselves with little adult intervention, they know perfectly well whether they want to continue to face a more difficult level or whether they prefer to repeat a specific experience once again in order for them to internalise their learning experience.

If we look back on our own lives and we are asked what our most treasured memories of childhood are, few will be indoors.

Probably, what we remember most, will be independent play, outdoors and far from grown-up eyes.

If we believe what current studies tell us then only 15 % of today’s children regularly play outside, in comparison with approximately 71 % of their parents.

This is why we aim for our students to experience residential trips that require little extra material. By doing so, students experience the abundance that is around us and highly appreciate the fact that there is no need to go into a shop to buy this and that in order to have fun. It is right there; right in front of us. We just need to open our eyes by making the best out of what has been given to us.

Any time when we look into our students’ eyes when engaging in such activities we notice that we all experience the power that lies in being exposed to nature. Nature is, indeed, one of our best companions.

This is what we do at School Beyond Limitations.