Mr Mathison (The Chairperson of the Committee for Education): I beg to move

Mr Deputy Speaker (Dr Aiken): The Business Committee has agreed to allow up to one hour and 30 minutes for the debate. The proposer of the motion will have 10 minutes to propose and 10 minutes to make a winding-up speech. All other Members who wish to speak will have five minutes. Nick, please open the debate on the motion.

Mr Mathison: Thank you, Mr Deputy Speaker. When the institutions were restored in 2024, the Committee for Education identified a number of strategic priorities, one of which was outdoor education. As Chair of the Committee, I have tried to ensure that a focus on that priority is retained. We all know the competing priorities in education and the impact that constrained budgets have on the Department’s work and priorities. I have, however, been clear and the Committee has been united in its view that outdoor education should not be seen as a “nice to do” or an optional extra to learning in our schools. Outdoor learning enhances and deepens children’s engagement with the curriculum and is a key tool for promoting the health and well-being of the children and young people in our schools.

That strategic priority built on a legacy commitment of the previous Committee to visit the Northern Ireland forest school. Earlier this term, the Committee went to the Northern Ireland Forest School Association (NIFSA) site hosted by the Dufferin Foundation at Clandeboye to hear from the forest school leaders and to carry out strategic planning for the mandate. I am sure that many Members have had the opportunity to visit the forest school and will concur with me about the brilliant work that is delivered there.

The motion explicitly states the Committee’s appreciation of the input of the Northern Ireland Forest School Association, which really has helped shape the Committee’s thinking about and engagement with the policy area of outdoor learning. NIFSA worked with us to develop our Committee stakeholder event on the issue. It took place on 19 March 2025, when NIFSA representatives, plus representatives from Stranmillis University College, St Mary’s University College Belfast, Ulster University, Queen’s University Belfast, the Scottish Outdoor Learning Association (SOLA), Inspiring Scotland’s Thrive Outdoors programme, Field Studies Ireland, the Irish schools inspectorate, Scouts Northern Ireland and Scouting Ireland, among others, gathered in the Long Gallery to discuss the role of outdoor education in our system.

On other occasions, we have had valued input from Education Authority (EA) outdoor education settings; in particular, the Committee received detailed evidence and reflections from Magilligan Field Centre. At the stakeholder event, presenters were unanimous in commending the benefits of outdoor education for learning and development and brought with them many examples and outcomes that demonstrated why they were convinced of the need for it to be addressed more fully in our system in Northern Ireland. The Committee has undoubtedly heard evidence widely on the issue. I thank Gillian Kane and the Research and Information Service (RaISe) team for comprehensively collating all the material from the range of evidence sources that we received and from the literature more widely to help inform our thinking and today’s motion and debate.

The motion calls for the development of weekly outdoor learning opportunities for all learners aged three to 16 and for the Minister to develop, in partnership with the wider sector, an outdoor learning strategy. The strategy should address barriers to outdoor learning, be they resource, curricular, issues at school leadership level, teacher capacity and confidence or time available in the school day. The Committee has been clear — it has been really welcome to see an issue around which the Committee has united — that outdoor learning is real learning. It enhances access to the curriculum and should be embedded in a pupil’s learning journey at all ages.

There are many definitions of “outdoor learning”, but one aspect is key: it is not a stand-alone subject on the curriculum but an experiential approach to education that takes the classroom and the curriculum outside. It should not need to be fitted in as an extra. Teachers in schools that have embraced outdoor learning highlight just how much it enhances the engagement that learners have with the curriculum. It is not something that we need to find time for when the real learning is done; it is real learning in its own right. Outdoor learning enhances physical and emotional well-being. It develops a love and respect for nature, promotes an inclusive approach that can be accessible to all learners and brings the curriculum to life outside of the constraints of the traditional classroom. We are all too familiar with issues around children’s screen time and the real challenges with mental well-being. Outdoor learning is one of the simplest and easiest ways to address those in the context of the school day.

I want to be clear that the Northern Ireland curriculum promotes outdoor learning. There are some excellent resources. I commend the work of the Council for the Curriculum, Examinations and Assessment (CCEA) in that regard, especially in preschools and at Foundation Stage. As children move up into post-primary school, however, there are no bespoke resources delivered by CCEA. That, regrettably, sends a message that outdoor learning ends in primary school. That shouId absolutely not be the case, and we should look at this across the age ranges in our system.

There is much good practice in the system. The Education and Training Inspectorate (ETI) review of outdoor learning in 2021 highlighted the amount of good practice that is out there, but it also identified some of the challenges, including inconsistency of provision; varying opportunities being made available to children on the basis of the outdoor space available in their school; and concerns about teacher capacity or confidence to deliver outdoor education. While we have seen brilliant examples of teachers who have really taken the lead on the issue — the Committee has heard from them — others remain lacking in the confidence to get the learning outside in the same way.

It is also important to consider what happens in other jurisdictions. Evidence that has come through to the Committee about Scotland, Wales, England and the Republic of Ireland very much shows that Scotland appears to be the most significantly advanced in its approach to outdoor learning. They have developed a curriculum for excellence in outdoor education in 2010 and a national position statement on outdoor learning and play, which was published in 2018 and grounded in the United Nations Convention on the Rights of the Child (UNCRC). The Scottish curriculum for excellence sets out an enviable set of curriculum resources to support the teaching of any topic for any age group in an outdoor setting. It features local heritage examples, such as using local heritage landmarks and local literature to enhance that learning. It is not unreasonable to ask that a similar resource be created to reflect the Northern Ireland curriculum and the holistic arts and heritage that we have in our natural landscape.

Right now, there are so many opportunities. The curriculum task force work is under way, and it would be fantastic if we could, on the back of the motion, begin to see outdoor learning emerging as a thread that runs through any revised curriculum that materialises, empowering and equipping teachers to deliver learning in an outdoor context. There are partnerships across the sector that the Department can tap into to enhance outdoor learning. NIFSA has already been highlighted. We have the EA outdoor education resources; the outdoor education facility at Stranmillis College; PlayBoard NI and its work in this field; and Field Studies Ireland. There are many more agencies, and they are all keen to promote outdoor learning and to work in partnership to do that.

Recently, we saw the Minister’s delivery of capital grants for outdoor play equipment. That interest in outdoor play was welcome. However, I emphasise — the Committee has heard it widely — that outdoor learning is about much more than the traditional view of outdoor play. It does not necessarily need big capital spend to work, so, when money such as that becomes available, I would love to see an emerging strategy give that flexibility to schools to use money and resources in ways that would work for them in their context, such as creating areas to rewild or grow vegetables, perhaps accessing training for teachers and creating storage areas for equipment. We should allow our schools to be creative in their approach. That is why a strategy is so important. It could bring together all the strands that are live in the issue: curriculum support; teacher continuing professional development (CPD); capital investment where it is needed; partnership working; initial teacher education (ITE); and real support and direction to ensure that all the learners in our schools, regardless of the size, location or setting of the school or the character of its current outdoor space, can access that vital outdoor learning.

I hope that all Members, including the Education Minister, will get behind the call in the motion. It is not a call for funding, necessarily — investment will always help, of course — but it is a call to develop a strategy that sets out how the Department will promote, support and enhance outdoor learning in our schools. All pupils should be accessing it, regardless of age, school sector or setting. I hope that today is a step in a process that can get us to a point in Northern Ireland where learning outdoors is seen as being as much a part of education as what happens in the traditional classroom.

Mr Brooks: I welcome the opportunity to speak on the motion and to acknowledge the contribution to our educational landscape that is made by outdoor learning and the providers that bring it to our schools and that bring our schools to their facilities.

We have heard that, across Northern Ireland, the forest schools model has helped many of our young people connect with nature, develop confidence and strengthen teamwork and problem-solving skills. Teachers have consistently reported the positive impact that outdoor learning has on behaviour, well-being and engagement — benefits that extend far beyond any single lesson — and, at a time when concerns about children’s mental health, physical activity levels and connection to the natural environment are well documented, the work of the Forest School Association, PlayBoard NI and some of the other organisations that the Chair mentioned provides creative and meaningful contributions to the development of young people. Outdoor play, in its various forms, is an important part of learning. The ETI has also acknowledged how outdoor learning improves health, well-being and progression in learning. It also helps young people to manage emotions, develop social skills and improve concentration after adventurous play. It is also helpful to children who have additional needs, which will be relevant to the Committee as it continues its special educational needs (SEN) inquiry.

I do not think that anybody will say anything today that is not positive about outdoor learning, a strategy to look at the same or the work of providers. Like other Members, I have had the privilege of visiting the forest school in the Clandeboye estate and have seen the excellent environment, facilities and ethos that makes so many passionate about it and has seen so many kids benefit. All of us will have had opportunities to go to our local schools to hear from them about some of the opportunities that they have had and what it has meant to them and to see the excitement when the kids talk about it. I record my appreciation of the dedication of the educators, volunteers and the partner organisations that deliver the work, often with limited resources — I recognise that — and a great deal of personal commitment. Their contribution is undeniably valuable and enhances the educational experience for many of our pupils.

While recognising all of those strengths and positives, we have to say a word about recognising the financial reality and the challenges under which the Department of Education is operating. The pressures on the Education budget are severe and well known to Members of the House and the Committee. Schools struggle to meet basic needs, and support services are stretched. Many statutory responsibilities are already competing for insufficient funding. Therefore, while I do not question the worth or impact of outdoor learning or the programmes that are being provided without it being mainstreamed, I must also be honest about what, I think, the Department can realistically support at the moment. If additional resources were to become available, as, we all hope, they will, there are, regrettably, more urgent and immediate priorities that must be addressed first, including safeguarding, essential front-line services, supporting children with special educational needs and ensuring that schools can simply keep the doors open and staffed.

That is not to take away from this priority. As I said when we discussed it in Committee, it is a worthy issue, but it has to be set against the other issues that we face. It is not a reflection on providers or their merits; it reflects the difficult financial environment that we face. My position is not that we should close the door on future departmental support or that we should not work to develop a strategy; it is to recognise that mainstreaming and directly funding this work from the core budget is probably not feasible right now, without compromising other critical areas. In the meantime, I would continue collaboration with providers, schools, communities and other partners. I remain hopeful that, in the future, if we can navigate some of the challenges that we face now, we should continue to look at these issues.

In closing, I reiterate my respect for our providers and the movement that they are a part of and my appreciation for their contribution to our young people. We will not oppose the motion, but it is worth noting that, while praising much of the work that is being done, we must also be realistic with people and not build false hope about the position that the Department is in.

Ms Hunter: I thank the Chair of the Committee for tabling this important motion. It is really nice that we, as a Committee and as a collective, endorse and support it. From my school experience of outdoor learning, I vividly remember that, while attending Dominican College in Portstewart, which is based beside the sea, many moons ago, we had a biology class outdoors — going out and learning about plants and how they work.

To this day, I remember everything that I learnt that day. Getting outside on such a sunny day in such a beautiful constituency was a unique experience, so I welcome the opportunity to discuss the importance of outdoor learning further today.

Over the past number of months at the Education Committee, we have heard from the experts — the Northern Ireland Forest School Association and the Magilligan Field Centre — and, of course, from wider contributors such as principals, teachers and pupils about the importance of outdoor learning and of seeing the outdoors, as the Chair rightly said, not as a reward but as a classroom itself. The message is clear that this kind of learning is not a luxury; it is core to how some children learn best. Evidence backs that up: studies across these islands show that regular, nature-based outdoor learning improves pupils’ enjoyment of lessons and can improve their behaviour, social skills and even educational attainment. Time in nature is linked with better attendance, better concentration and teamwork, particularly for children who really struggle in traditional classroom settings or who have non-traditional needs. I think particularly of Rossmar School in Limavady in my constituency, which has a really strong focus on outdoor play and learning. It has a little forest school outside with a mud garden in which children with special educational needs can learn. It is fantastic.

Wider forest school approaches have been shown specifically to improve confidence, independence, language and communication skills and emotional resilience. As an adult, I find that being in nature is so great for the head, and, of course, it gives young people important time away from screens. We know that children today spend less time outdoors than in previous generations. Recent UK research shows that one in three children does not play outside after school at all. It is crazy that, in one generation, children have changed from fighting to be out of the house until the street lights came on to now fighting to get back indoors to get access to iPads and screens. Outdoor education can be a really firm and strong step in changing that.

As other Members have said, schools cannot solve that problem alone, but they can be part of the solution. Finding joy outside is just so important. Currently, provision of outdoor learning remains patchy and depends too often on the enthusiasm of individual teachers. It is not yet fully embedded systematically in the curriculum or in school planning. That must change.

Mr McGrath: Will the Member give way?

Ms Hunter: Yes.

Mr McGrath: Does the Member agree that it is a bit difficult to listen to parts of this debate without reflecting on how the Education Authority totally changed the landscape by taking away places such as Ardnabannon outdoor education centre in Castlewellan and reprofiling the Killyleagh outdoor education centre so that it is no longer residential, and on how there is even a threat to the Tollymore national outdoor centre? Does she agree that, if we do not have such residential places, people will not be able to enjoy what she is suggesting?

Mr Deputy Speaker (Dr Aiken): The Member has an extra minute.

Ms Hunter: Thank you. I thank the Member for his intervention and agree wholeheartedly. In my constituency, we have Woodhall outdoor learning centre in Kilrea. Given the benefits that it provides, particularly through a residential experience, it is absolutely necessary. I have no doubt that it is important for the Minister to listen to the need for investment in the Member’s constituency.

This motion recognises that inclusive outdoor learning is key to our young people’s development from the age of three to 18. It is crucial that they have weekly, progressive and sustainable outdoor learning opportunities built into the curriculum by the end of 2026. That will require leadership, support, time, clear policy signals and resourcing. It will also require an outdoor learning strategy, co-designed with teachers, that removes practical barriers and makes it genuinely easier for our schools and pupils to go outside. That will lessen screen usage, get our children excited by nature, improve school attendance and improve our young people’s mental health, equipping a generation with the skills, well-being and environmental awareness that they need for the future that lies ahead. The SDLP wholeheartedly supports the motion.

Mr Middleton: I join others in welcoming the opportunity to speak on the motion and commend the work of all those involved in outdoor education, particularly the Northern Ireland Forest School Association. The sensible use of the resources around us is something that we can all support. As outlined by some contributors already, there is clear and substantial evidence of the benefits of outdoor learning. Being outdoors is, of course, a powerful antidote to the excessive screen time that is, sadly, becoming the norm for too many of our young people, given all the associated benefits for physical and mental health. When children and young people are engaged in outdoor learning, we see the improvements in social skills and cognitive development.

I want to bring a local perspective to the Chamber, especially as the parent of a child who attends a rural school in Northern Ireland that values outdoor learning, with a sensory garden, daily mile walks and many lessons outdoors. The value of our natural surroundings is self-evident when our children can richly investigate plants, insects and the natural environment. We have seen first-hand how access to green spaces, fresh air and the natural world allows children and young people to flourish in ways that the four walls of a classroom cannot always accommodate. In my child’s school, the teachers, through their dedication and willingness, have found innovative ways to integrate outdoor learning into the existing curriculum, from science and geography to simple literacy and numeracy skills, by observing nature and working together on projects. It is, of course, heartening to see new friendships form as children work together in different environments, building confidence and a sense of belonging in their community and the world around them.

We have also seen how the outdoor approach has been successfully integrated into education systems in Scotland, Norway, Finland, the Republic of Ireland and, indeed, Wales. There is an opportunity for Northern Ireland to lead the way in this field. That having been said, as my colleague Mr Brooks said, we have to be mindful of the constraints on and the challenges that exist in the Department of Education at this time.

Mr Mathison: I thank the Member for giving way. I am not going to downplay the resource challenges that we face, but does the Member agree that so much of what he highlighted about what schools can do on an innovative level does not require financial expenditure and that there are other levers at a policy level that the Department and the EA can implement to promote outdoor learning across all our schools?

Mr Deputy Speaker (Dr Aiken): The Member has an extra minute.

Mr Middleton: Thanks, Mr Deputy Speaker.

I concur. I was going to go on to say that, whilst we may not have a lot of financial resources, we have the natural environment and natural resources, and we have dedicated educators in the teaching workforce. We also have the willingness to embrace that. What we need is a consistent approach to ensure that it becomes very much a normalised part of education and not just a one-off, such as an educational field trip, or a nice-to-do activity.

Early years educators report that this approach reduces stress among children. That is important information. In an increasingly fast-paced and, sometimes, overwhelming world for our young people, providing them with opportunities to connect with the outdoor world, move away from screens and exercise and engage in lifelong learning is not just a good idea but a necessity for mental and physical well-being.

As I said, I welcome the opportunity to speak on the motion. I look forward to working together to try to bring about a better system for all.

Mrs Guy: Outdoor education is important, and I am pleased that we, as the Education Committee, have come together to support it. There are many challenges facing our education system, and there are many things that we worry about when it comes to our kids. However, outdoor education can help to meet those challenges in a strategic way. What things make us worry? The first is the physical and mental well-being of children and young people. Growing levels of mental health issues and reported levels of physical activity are really concerning, with only 21% of primary-school pupils and 16% of post-primary pupils meeting the recommended 60 minutes of activity a day. There is concern about how that will impact on our economy, society and health service in the long term. Outdoor education is proven to improve the physical and mental health of our children.

We are also concerned about loneliness, social isolation and too much time being spent online. Outdoor education and instilling a love of the outdoors and physical activity from a young age improve children’s social skills, build confidence and the ability to take risks and embed a love of nature and the outdoors that can last a lifetime.

We also have major issues with attendance, which is a complicated issue, with individual circumstances behind each young person’s not making it into school. Again, we have heard evidence of how outdoor learning improves young people’s attendance rates.

We also worry about some of our children being dysregulated in the classroom, or unable to learn due to their emotional state. Outdoor education supports that. The Independent Autism Reviewer, for example, provided a briefing for the Committee on the experience of autistic children with outdoor education. In that briefing, she highlighted the experience of Dara McAnulty, an award-winning naturalist and author. He spoke about liking school and desperately wanting to learn, but he found classrooms to be claustrophobic and distressing. The outdoors was where he could find peace and where his mind could focus. As we know, when environments are adapted to make them more accessible for one group, they often tend to become better for everyone.

Outdoor education is not a novelty. It is a serious policy solution that could have major educational, health and societal benefits. It is about enhancing areas of the curriculum, including literacy, numeracy and STEM, by moving beyond the structured learning environment of the traditional classroom. It is an area that should have cross-departmental support. We know, however, that there are significant barriers for those who are trying to embrace more outdoor learning. Some schools have limited outdoor space or equipment and resources. So, too, do many wider communities. School staff and leadership need further support with training and guidance. There are also significant time pressures on staff.

The benefits and challenges have been recognised by the Department and the Minister, and we know that the Minister has provided some capital for outdoor equipment. Some schools have, however, had issues with the conditions that have been placed on that funding. The question, then, is this: how much more focus will this area of the curriculum and policy get from the Department, especially in supporting its expansion beyond the early years and Foundation Stage of education?

Outdoor education is proving to be so beneficial in the face of some of the most systemic issues that we face in education, and it deserves a lot more focus. A strategy would be helpful, but we should not miss out on making progress through the current curriculum review process. I have had contact from teachers who are keen to see that happening. They have bought into the great work of organisations such as NI Forest School Association and PlayBoard NI.

I will end with two quotes from teachers in a report by Field Studies Ireland into the inclusion of outdoor education in primary schools here. One teacher said:

Another said:

Mr Burrows: I will cause a shock wave by saying that I agree entirely with the Alliance Party motion, and I am glad to support it. Outdoor learning, and the development of an outdoor learning strategy, is not a luxury. It is essential, more than ever, because we are seeing real challenges with mental health, addiction to screens, development, children being sociable with other young people and physical health. We have also seen the exponential rise in children with special educational needs. I read an article in yesterday’s ‘The Sunday Times’ in which teachers talked about having children coming to their schools who can swipe a screen but cannot speak. Outdoor learning is, therefore, vital. Outdoor learning is also vital in helping us to change our perception of the education system. It is not just a conveyor belt of children with the grades to go on to university. It is about them developing life skills that will help them navigate the world personally, in their families and communities, as well as in the workforce.

I will also link the issue to the recent shocking statistics around young men who are ending their lives in Northern Ireland. Suicide is the greatest cause of death amongst men under 50. It is vital that we learn how to interact with nature to deal with things like depression.

Of course, there are challenges. We talk about money, capacity and capability, but those are things that you get over and sort out. They do not cost a lot of money. That is something that the Forest School Association was keen to say: you can do a lot with very little. We have a lot of natural resources. With regard to capacity, we have a workload review and a curriculum review, so there are opportunities to carve out more time for our teachers. There is a lot of bureaucracy. Teachers tell me about the various portals to which they have to log in. Those could be streamlined to create extra capacity for teachers to deliver outdoor learning.

I was particularly struck by an article in the paper at the weekend about the impact that opportunities for outdoor experiences and thus a more-rounded education have on academic ability. James Parkinson, the Pearson National Teaching Awards winner of the head teacher of the year in a primary school award, introduced a not dissimilar initiative in a struggling school to give children experiences in the outdoor world, and the school’s results went from the bottom 10% nationally to the top 13%. Doing that did not cost money. Rather, it required a little bit of emphasis and focus. We therefore need to summon our inner MacGyver or Bear Grylls and put outdoor experiences at the heart of the curriculum so that our young people learn skills that will stand them in good stead for years. Our teachers yearn for that. I have met teachers and unions over the past number of weeks, and they are very keen on the idea. All the obstacles that we talk about, such as capability and capacity, are easily dealt with.

We also need a healthier attitude to risk, and outdoor learning can help with that. We have become a society that worries about children bouldering on a river but that lets them go upstairs to be subjected to a world of, frankly, evil, often without any supervision. There is huge risk online. A healthier attitude to risk comes from learning how to do outdoor activities safely. Teachers also need to have a healthier attitude to risk. If they have support and training and know that someone will stand by them, they can enjoy outdoor activities safely and healthily.

I support the motion. Outdoor learning is not a luxury but an essential that should be mainstreamed in our curriculum. The outworking of that will be healthier bodies and minds and more-rounded students, who will benefit Northern Ireland in the years to come.

Mr McMurray: I have spent a lifetime in the outdoors. Recently, I reflected on the fact that getting psyched in the outdoors through doing activities such as climbing, mountain biking and mountaineering, in the company of like-minded friends and companions with a shared objective, might not have been the best grounding for a career in front-line Northern Irish politics, but the road less travelled and all that.

Outdoor learning provides for inspirational experiences, challenging activities, excitement and fun, all of which contribute to a positive, lifelong educational impact. The Committee Chair is correct to say that outdoor learning is not just a nice thing to do. It is still a very nice thing to do, however. It has been proven that outdoor learning introduces energy into the classroom. Studies have shown that it can improve the academic potential of those who are exposed to it. Many other Members have acknowledged that fact, and it has been academically proven beyond what has been said in the Sunday papers.

From anecdotal experience of outdoor education, I believe that it works for those who may not have the traditional academic strengths. Minister, Members and the Committee, do not underestimate the power of the outdoors and associated activities to change how individuals see themselves and how others see them. I have often witnessed a child who is not the most academic or confident in the classroom or who does not perform on the traditional sports pitch come into their own and exude confidence in an outdoor environment when put on the end of a rope to abseil down a cliff, in a wetsuit to jump into a plunge pool or in the forest with a map. It is not just about giving that individual confidence but about their getting acknowledgement from teachers and classmates, who now view them differently because they have a strength that they previously did not know that they possessed. That is the real magic of outdoor education.

There are, however, challenges to any such strategy, and the Minister should note them. I am glad to see the will of the Committee to investigate the positive role that outdoor learning can have in formal and informal education settings, but there are a number of points on which the Committee and the Minister may wish to reflect. When we look at the policy, we do not always take into consideration the full range of outdoor learning centres that exist. Statutory, voluntary and private providers all play a role. We need to consider the curriculum topics that are in the syllabus for Key Stages 2, 3 and 4 and that outdoor learning centres already deliver. That learning takes place in formal education settings, but there are also informal, youth-work settings and the accreditations that those guys provide.

Protection from further cuts is needed. The Minister previously referred to financial constraints. I appreciate that, as we all do, but, as we have said, outdoor learning should not be curtailed simply by the outdoor spaces that are available to schools. While it is great for outdoor learning to be acknowledged — it should be embedded in the curriculum — in reality, the number of schoolchildren who are exposed to outdoor learning, whether formal or informal, has drastically reduced over the years. The centres at Ardnabannon, Bushmills, Killowen, Killyleagh, Ebbitt and Cabra have been closed over the years, which has taken away the ability to provide an outdoor recreational learning setting.

The Committee Chair and other Members have said that Scotland is an exemplar of outdoor learning. I certainly subscribe to that. Scotland and Wales are at different stages of legislating to make outdoor residential learning a requirement, which would be good to see here, given the wonderful outdoors that we have.

At the beginning of my contribution, I made a quip about outdoor activities not being a good grounding for front-line Northern Ireland politics. However, the teamwork involved in canoeing, the resilience gained climbing a mountain, the trust required to hold a rope and to be held at the end of a rope all engender partnership working. It is never too late to work on those skills, so, if the Speaker or, indeed, the Minister or any members of the Executive want to take part in a few outdoor workshops to look at the matter, I would be happy to hook up with them to go for a dander or something like that.

Mr Givan (The Minister of Education): I will see whether I can release my inner Bear Grylls or MacGyver in my contribution. Some Members have invited me to engage in a working group with the Committee and said that we can maybe abseil together. I would be quite happy to tie some of them up in rope if they wanted me to. Nevertheless, it has been an interesting and important debate. I share a lot of commonality on it with all the Members who have spoken. I will pick up on some of the issues that they raised.

First, outdoor learning is not simply an enrichment activity. It is a vital part of how children develop resilience, creativity and well-being. It supports physical, emotional and cognitive development and helps pupils to build confidence and problem-solving and social interaction skills. Those experiences are particularly valuable in fostering curiosity and a lifelong love of learning. When I think about history and geography field trips, I reflect on how I have committed to my long-term memory some of the things that I learned on them. There are other things that I learned in the classroom that I certainly could not recite, but I recall going to Dundrum and learning about the Norman keep when we were considering the Norman invasion of Ireland. Yes, the Normans were here long before we Ulster Scots came during the plantation 400 years ago, so blame them. It was those interesting field trips that enhanced my curiosity about such subjects. I did not participate in the Duke of Edinburgh’s Award scheme, but I know that many in my school benefited from that experience.

Outdoor play is embedded in the Northern Ireland curriculum at Foundation Stage and Key Stage 1, specifically in the areas of learning the world around us and physical development and movement. However, implementation of those areas is at the discretion of individual schools, and, while many schools embrace outdoor learning, we recognise the need for a more consistent and progressive approach across all settings. One of the findings of the independent review indicated that there was inconsistency in that. Implementation should not be down to the experience of the school through teachers who have a particular interest and can then impart their knowledge to the pupils. Given the fact that some schools do not have teachers with such experiences, education on the world around us and physical development and movement was found not to be consistent across schools because of the way in which it operates.

Significant steps are being taken to support learning in this area. In December 2024, I launched the curriculum-led capital investment programme, which prioritises investment in areas that enhance curriculum delivery. Under that programme, the outdoor learning project was introduced in early 2025. Through that initiative, £3 million was invested in outdoor play equipment. That benefited 93 nursery schools, 776 primary schools and 40 special schools. Funding allocations ranged from £3,500 to just over £6,000 per school, which was based on their enrolment numbers. That investment ensured that schools have the resources to create safe and stimulating outdoor environments. Evaluation of the project will take place during the autumn, and findings will inform our next steps.

Beyond capital investment, the Education Authority continues to provide professional learning resources through its supporting learning website. Those include practical guidance and videos showcasing outdoor learning activities, primarily focused on early years but also relevant throughout primary education. That support helps teachers to embed outdoor approaches in their practice and ensures that outdoor learning is not an occasional activity but a planned and purposeful part of the curriculum.

I pay tribute to some organisations that provide that outdoor opportunity for some schools, albeit in a limited fashion, and I know that schools would like to have more resources. However, during Open Farm Weekend, which is organised by the Ulster Farmers’ Union, farms in constituencies are opened up, and they encourage schools to come in. Those young people get to see how a farm operates from the landscape and land utilisation, to animals and the way in which the feed operates and, ultimately, the production process and the end product and how you can sell that on to market. The young people in the schools that have been able to participate have benefited from that and have a much greater understanding of the agricultural way of life.

I was a townie, but my grandfather had a farm, and I benefited from heading up to the farm every weekend to get enlightened as to how the culchies all lived. I had great experiences of being out on the farm in Dungannon in south Tyrone, which is where my family is all from. I remember those experiences out on the tractor and granda explaining to me what was happening with the cattle and the pigs. I was below the minimum age of criminal responsibility for some activities, but I fired my first shotgun and air rifle — all under very strict supervision — which is an experience that many townies, quite rightly, would never be able to benefit from. A lot of people do not have the same opportunity to benefit from that outdoor way of life. Therefore, although the Ulster Farmers’ Union does not offer some of the extracurricular activities that my grandfather provided, it does provide a good demonstration of that outdoor way of life.

The Education and Training Inspectorate (ETI) strongly endorses outdoor learning. Recent inspection findings highlight that outdoor learning improves children’s health, well-being and progression in learning. It helps pupils to manage emotions and behaviours, develop social skills and demonstrate better concentration after engaging in adventurous physical play. The ETI reports that schools prioritising outdoor learning in their development plans see increased resilience, confidence and creativity among pupils. Outdoor learning is particularly effective when well planned and integrated across the curriculum, enabling children to make connections, apply knowledge and develop critical-thinking and problem-solving skills. The ETI also notes that growing interest in forest and beach schools and collaboration with organisations, such as the Northern Ireland Forest School Association and Eco-Schools, is building teacher confidence and enriching pupils’ understanding of sustainability.

I commend the work of the Northern Ireland Forest School Association and its efforts in promoting child-centred, nature-based learning. It has had a transformative impact on pupils’ confidence, well-being and engagement, and I look forward to visiting its site at Clandeboye in due course to see at first-hand the positive differences that it is making for children and teachers across Northern Ireland.

I thank Members for their contribution to this important discussion. By working collaboratively, we can embed outdoor learning as a meaningful component of learning and delivering positive change for children, families and the wider education sector. Outdoor learning is an investment in well-being, creativity and lifelong learning.

Mr Deputy Speaker (Dr Aiken): I call Cathy Mason to make a winding-up speech. Cathy, you have up to 10 minutes.

Mrs Mason: Go raibh maith agat, a LeasCheann Comhairle.

I welcome the opportunity to make a winding-up speech on this motion from the Education Committee. I am not quite sure that I would have foreseen that we would be discussing the Norman invasion, culchies and townies, Bear Grylls and air rifles, but I suppose that that shows the impact that outdoor learning can have on a child’s imagination.

Earlier this year, I had the opportunity to attend a Playboard conference, entitled “School Age Childcare: The Journey — The Future”. The conference brought together practitioners, educators, leaders and providers from across the play-based school-age sector, including the forest school leaders, who had us lighting fires, sawing pieces of wood and hammering nails. I am not quite sure that I channelled my inner Bear Grylls, but I certainly got my hands dirty. It really was a welcome step outside, offering a breath of fresh air. You can imagine the impact that that would have on children who are in a classroom all day.

Part of the focus of that conference was on play-based learning, engaging with how a play-based curriculum can help raise children and young people’s educational outcomes. The view amongst the sector that day was very clear: there is an overwhelming need for outdoor play-based learning in our education system. As we in the Committee have seen for ourselves, outdoor learning is great for children’s mental health and well-being. Fresh air and natural sunlight; what more could you need? In that regard, Cara Hunter specifically mentioned resilience, school attendance and regulation. The freedom to move and explore stimulates curiosity and interest, allowing children and young people to explore, investigate and ask questions about the world around them. Colin McGrath, who is no longer in the Chamber, mentioned two great examples of that in my constituency. It is disheartening that we no longer have the Ardnabannon site and that the Tollymore centre is now under threat.

Taking classroom learning to the outside world makes subjects that are normally found only in a textbook come to life. The learnings of science, maths or geography can come to life right in front of our eyes. Learning should be immersive and engaging and should, of course, stimulate curiosity and interest.

Mrs Dillon: I thank the Member for taking an intervention. Does she agree that this is a great opportunity for schoolchildren to work with local community and voluntary groups? I have seen great examples of that in my area, where the Lough Neagh Partnership has worked closely with St John’s Primary School, Kingsisland. These are real opportunities for children to learn about the place that they live in and want to grow up in and love.

Mrs Mason: Absolutely, I agree with that. We have so many community and voluntary organisations that are willing to step in and help to aid young people’s education, and that is really important.

Outdoor play and learning introduces new challenges that encourage risk-taking in safe ways and supports independent play, whilst also prompting classmates to collaborate, explore together, share ideas and knowledge, and enhance their social skills, as Michelle Guy mentioned. When students have the ability to work through obstacles, they strengthen their independence and resilience, and that lays the groundwork for the confidence that is needed in order to handle tough situations later in life. We have seen great examples of that in many of our schools, and Gary Middleton mentioned the great example in his children’s school. Children need physical space, however, but they also need the time to enjoy it. Jon Burrows mentioned that the ongoing curriculum review presents an opportunity to allow that to happen, but schools need the resources to do that. We must now see the development of an outdoor learning in schools strategy in conjunction with the sector in order to give our children and young people the very best start to their educational pathway.

There is a broad consensus. David Brooks mentioned the Department of Education’s financial pressures, as did the Minister, but it is very important to take into consideration that we are not solely talking about financial aid here. We are talking about the Department having the will to put a focus on this. Across the board, we heard about the importance of children getting outside and learning. I thank everyone for their contributions to the debate.