Risk in Play and Learning: Ubud-Höör Declaration

The Risk in Play and Learning document
The Risk in Play and Learning document

Risk-taking is Essential for Children’s Well-being 

This declaration cites research from around the world on the benefits of risk-taking for children.

While promoting risk-taking on school grounds may raise questions of liability for schools and concerns for parents it is essential for the development of healthy young people, according to a declaration released September 4, 2017 by the International School Grounds Alliance (ISGA). This declaration is endorsed by all 54 of ISGA’s Leadership Council members, representing 38 organizations from 16 countries and six continents.

Nurturing Students with Special Needs in Nature

child looks at book hanging from a tree
Sulivan primary school’s ‘reading forest’

What is a reading forest and how might it benefit children with disabilities? Read all about it in this article from the Guardian:

“Our children with SEN benefit from how the outdoors relieves stress and anxiety, develops social skills, motivates learning across the curriculum (and beyond) and allows them to be practical, responsible and productive members of the community,” says Emily Genochio, year 2 teacher and inclusion manager at Sulivan primary school in Fulham, London.

Urban Schools and Outdoor Learning

children investigate pond life
Read the whole article

Great article from The Guardian on Five easy ways urban schools can experiment with outdoor learning.

  • Just go outside – ask, can we do this outside?
  • Small is okay – even a small outdoor space can have container gardens, bucket ponds, logs or bug houses.
  • Bring nature indoors – plant seeds, catch bugs, invite wildlife specialists.
  • Look what’s nearby – and make going outdoor a part of your routine.
  • Visit local green spaces

Bonus tips: Involve students in planning and carrying out these activities and connect with like-minded educators (such as the World Forum Nature Action Collaborative for Children).