Stepping Stones to Nature: Pilot Report Release
Pupils from Grangetown Primary on a visit to nearby woodland in February 2025. © David Sims
Growing Up Well With Nature: New report links nature to improved child outcomes and presents a practical response to challenges in children mental wellbeing and education
A new report released Wednesday 21 May 2025 by the North York Moors Trust highlights the positive impact of sustained nature engagement on children’s wellbeing, development and learning.
The report presents emerging evidence that regular, meaningful connection with nature delivered through the school week can improve outcomes and offer a scalable response to challenges facing schools with children’s mental health and resilience.
90% of children reported feeling more confident in themselves and in nature
79% said the programme improved their health and wellbeing; 73% felt calmer
69% said it helped them do better in lessons
84% enjoyed hands-on, skill-based activities that supported personal development
60% of parents said their child wanted to spend more time outdoors – and 84% did so together as a result
74% of children and all parents and teachers expressed a desire for more nature-based learning at school
The findings are based on Stepping Stones to Nature, a programme delivered by the Trust and Sylvan Lore in 2024 in Grangetown, Redcar and Cleveland, one of the most deprived communities in England where health and education indicators fall well below national averages and time in green space is falling. The programme worked across the year with classes of children aged 7–9 and teaching staff across two primary schools, offering weekly, curriculum-enriching nature-based sessions during school hours.
The programme aimed to deepen children's connection with nature and strengthen their wellbeing, development and learning through creative, sensory and skill-based outdoor activities. Sessions were delivered within school grounds and nearby community gardens, and included habitat building, woodworking, tree identification, cordage making, and natural dye workshops. These activities were designed not only to promote personal development but also to support curriculum delivery in areas such as science, history, phonics and art. The programme culminated in a visit to a woodland in the North York Moors National Park, where children independently applied their knowledge and skills in a positive, real-world setting.
Owing to barriers from cost to accessibility for many children, this was their first sustained interaction with nature.
The report identifies clear improvements in children’s confidence, curiosity and calmness during and after sessions. Many demonstrated greater resilience and teamwork. Teachers and schools reported stronger classroom engagement, improved behaviour and focus, and a positive influence on the wider school ethos.
Teachers said:
“Children have begun to believe in themselves more and understand that everyone has different skills.”
“Children who were reluctant to become involved have engaged well with the project and have more resilience overall now.”
It also highlights the value of sustained and familiar contact with nature during the school day - particularly for pupils who face economic and social barriers to accessing green space at home. Unlike one-off visits that can feel unfamiliar or overwhelming, the programme offered a consistent stepping stone approach that allowed children to build confidence over time resulting in a more positive experience of nature and longer-lasting outcomes.
Parents observed changes at home, including improved wellbeing, more time spent outdoors, and greater inquisitiveness about the nature.
Parents said:
“He's been asking more questions about trees, objects outside, the life expectancy of creatures, and collecting conkers.”
“When ‘T’ is picked up at home, she seems a bit brighter in herself and has good energy.”
One school has incorporated it into the school development plan and began to redesign outdoor space to support biodiversity and learning, including installing a polytunnel and integrating nature more widely into the curriculum. Staff reported better peer relationships, improved collaboration between pupils, and stronger engagement from children who typically struggle in classroom settings.
The findings are timely, coinciding with Education Secretary Bridget Phillipson’s recent pledge to address the growing mental health and absence crisis in schools. 20% of young people in England experiencing a mental health issue in any given year, and school absences increasingly linked to wellbeing. The Trust argues that Stepping Stones to Nature offers a scalable, cost-effective and evidence-based model that supports resilience and mental health and because it is curriculum-aligned, can be delivered low-cost and adaptable to school, the programme is well-placed to scale nationally as part of broader mental health and education recovery strategies.
Recommendations from the report include:
Scaling nature-based interventions to support children’s wellbeing and resilience
Embedding nature-based learning across the curriculum from early years to age 16
Recognising outdoor and nature-based learning in Ofsted inspection frameworks
Increasing funding flexibility for school-based programmes delivered during teaching hours
Transforming school grounds into nature-rich spaces for learning, biodiversity and wellbeing
Embedding nature-based approaches in teacher training and professional development
The report argues that sustained school-based exposure to nature can be more equitable and accessible than ad-hoc provision, particularly for pupils who may not be able to engage in enrichment activities outside school time due to family, financial or safety concerns. The North York Moors Trust is now expanding Stepping Stones to Nature into more schools.
James Metcalfe, Executive Director of the North York Moors Trust, said:
"Children’s life outcomes are in worrying decline—from health and wellbeing to school readiness—at a time when nature is becoming increasingly detached from their lives. Our Stepping Stones to Nature programme has shown how sustained, meaningful engagement with nature can support wellbeing, confidence, resilience, and development. Nature is an underutilised asset that should be part of the solution. We must put nature back into children’s lives—giving them time to connect, investigate, create, and play in nature to reverse these trends and support children to grow up well."
Stephen Jackson, Deputy Headteacher at Grangetown Primary School, said:
“The opportunity to engage with nature in such a meaningful way has benefitted all children involved. The impact has been clear on wellbeing and confidence, but also on the teachers. The programme has left a lasting impression across the school, with nature now influencing our wider curriculum and becoming a priority in our school development plan. We are committed to continuing this work.”
Ends.
Note to Editor
Stepping Stones to Nature:
Stepping Stones to Nature is a programme of sensory, nature-based and curriculum -enriching activities designed to deepen children’s connection with nature and improve child outcomes.
It was developed the North York Moors Trust and delivered by Sylvan Lore.
It was piloted between April and December 2024 in Grangetown, Redcar and Cleveland and continued into 2025. Grangetown ranks within the top 1% most deprived areas in England, with below-average levels of child development, health and access to nature.
The programme worked with 80 children aged 7–9 and nine teaching staff across two primary schools, delivering 56 weekly, curriculum-enriching sessions during school hours. Activities were designed to align with curriculum areas including science, history and art, and included tree identification, natural dyes, cordage making, fire lighting, habitat creation among other nature-based activities.
The programme was funded by NFU Mutual in 2024.
North York Moors Trust:
The North York Moors Trust is a registered charity dedicated to improving the health of people and nature.
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