Tearing down classroom walls to address nature-deficit disorder

Abstract

International research shows that children who spend significant time in nature perform better academically, have a longer attention span, interact easily with others and are generally healthier (Coyle, 2010). This dissertation investigated the advantages of outdoor learning and play, and its impact on the holistic development of Maltese children in the primary years. The purpose was to explore how these benefits can help address ‘Nature-Deficit Disorder’. The data collected through 25 semi-structured interviews provides a critical overview of current practices in Maltese (State, Church and Independent) schools while educators’ perceptions and challenges of outdoor teaching and learning were also examined. The qualitative data reveals that most of the participants regard the outdoors as a fundamental component for a complete education; vital for children’s well-being and development. However educators and parents face a number of challenges that restrict the regular delivery of out-of-class activities and outdoor play. Based on the research findings, a number of feasible recommendations directed at policy makers, educators and parents were suggested with the aim of re-connecting children with nature and reaping its’ many benefits.