Primary school teachers’ perceptions of their pupils’ (aged 7–11 years) experiences of undertaking contemplative activities at nature reserve settings

Abstract

Literature suggests a positive impact on children’s health and wellbeing from being in nature. This study explores primary teachers’ perceptions of their pupils’ (7–11 years) experiences of contemplative approaches in nature reserve settings. Nine teachers from a convenience sample of eight different primary schools took part. After observing pupils undertake a range of contemplative activities, teachers were interviewed individually. They perceived an increase in agency (child-led and nature-led), a sense of freedom (from school structures and school time), a sense of calmness and a resultant time to dwell, summarised in a new model.