Debate contribution: Curriculum Mainstreaming and Strategy for Outdoor Learning in Schools
Debate contribution by Ms Cara Hunter on .
- MLA
- Ms Cara Hunter
- Party at the time
- Social Democratic and Labour Party
- Date
- 24 November 2025
- Type
- Debate contribution
- Business
- Committee Business
- Heading
- Curriculum Mainstreaming and Strategy for Outdoor Learning in Schools
- Assembly identifier
- Official Report component 5253980
Read the official Assembly record
Text
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.
Yes.
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.
679 words. Text as published by the Northern Ireland Assembly.
Assessment
Jev’s structured answers met the documented threshold for “not flagged”.
- Overall probability that the activity is being used to promote, exploit or escalate an identity-based controversy: 0.02 (flagging needs at least 0.70; at or below 0.30 is not flagged).
- None of the five culture-war criteria was met (each was below 0.60).
- Assessed as legitimate policy scrutiny (0.89).
- No identity-based framing was identified (1.00).
- Subject area: Disability (including neurodivergence and mental health), disabled people and disability or sickness benefits.
- The overall probability was at or below the not-flagging threshold.
This is an AI-generated assessment of the text, made against published criteria. It is not a finding of fact about the MLA or their intentions. The Assembly record itself is the fact.
Jev’s structured answers
| Question | Probability | Met? |
|---|---|---|
| Identity framing | 0.02 | No |
| Sectarian or communal antagonism | 0.01 | No |
| Cultural grievance politics | 0.01 | No |
| Dog-whistle messaging | 0.02 | No |
| Controversy escalation | 0.02 | No |
| Legitimate policy scrutiny | 0.89 | Yes |
| Overall judgement | 0.02 | At or below not-flagging threshold |
| Option | Probability |
|---|---|
| No identity-based framing (chosen) | 1.00 |
| Reports or questions it | 0.00 |
| Criticises or condemns it | 0.00 |
| Adopts it | 0.00 |
| Subject | Probability |
|---|---|
| Disability (including neurodivergence and mental health), disabled people and disability or sickness benefits | 0.83 |
| No identity-related subject | 0.09 |
| Education structures, integration and community division | 0.06 |
| Religion and belief (including people of no religion), churches, faith communities and religious prejudice (including antisemitism and anti-Muslim prejudice) | 0.02 |
| Flags, emblems, symbols, names and memorials | 0.00 |
Assessed 21 October 2026 at 13:48 UTC by jev-1.13.0 (requested as typesafe/jev) under rubric 2026.10-r9, methodology 1.9.
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