Why childhood curiosity in nature matters – and how we can ignite it for the sector’s future

by Jo Harris, education manager, Field Studies Council

I suspect most people working in the environmental sector can pinpoint the exact moment they fell in love with the outdoors and decided this was the world they wanted to work in. I sure can.

A girl holds up a container with an insect inside. — Early engagement in nature is key for sparking curiosity about the environment (Field Studies Council)

For me, it all started in a windswept corner of Wales, ankle-deep in a rockpool on a school field trip, counting barnacles while the rain came down. That soggy afternoon at the former Field Studies Council Orielton site might not sound transformative, but for me it was electric. Amidst the seaweed, limpets and even a few moans from classmates, something shifted.

Back home, I announced: “I want to be a marine biologist!” That spark led to my degree at Swansea University, where I spent more time in rock pools and along the Gower coast than probably anywhere else. While some friends craved sharks and whales, I found my passion in the often-overlooked wonders of the shore – barnacles, crabs and the subtle drama of a rock pool.

I hear similar stories from countless colleagues in the outdoor education sector – those special moments, often in childhood, when nature’s magic truly takes hold. Now, as education manager at Field Studies Council, with over two decades in outdoor learning, I see those moments every day with young people and adults alike. But I also see the growing risks to these experiences – something we must address for the health of our sector.

A group of young children sitting outside and wearing hi-vis vests, jointly hold a leaflet showing different types of insects. — Early experiences with nature help build strong connections with the natural world which last a lifetime (Field Studies Council)

Why early engagement matters

For many reading this, the case for early engagement with nature is self-evident. Regular time spent outdoors builds the confidence, curiosity and teamwork skills our sector demands. Early nature experiences don’t just help young people to do better at school; they give them a sense of belonging and connection with their environment that lasts a lifetime.

Outdoor learning has been shown to improve wellbeing and communication, as well as concentration and resilience. However, the covid pandemic, alongside tighter school budgets and the mounting pressures of the cost of living, have widened the gap in access to nature for many children, especially in urban and disadvantaged communities. At our centres, we’re noticing children who are less connected to the environment than previous cohorts, sometimes showing less confidence and even unease outdoors.

Fuelling the environmental workforce pipeline

As an environmental education charity with 14 centres across the UK and 80 years of experience, the Field Studies Council is focused on helping everyone – young children, students and career-changers alike – discover and understand the natural world. We’re not looking to produce the next David Attenborough (though that would be nice!) but instead give each young person those crucial ‘spark moments’ which inspire a lifelong connection, and often, a career.

Four young people sit on hilly ground near a stream, holding a map. — Spending time in nature can help ignite passion for outdoor careers (Field Studies Council)

We offer everything from pond-dipping and wildlife tracking to residential fieldwork for GCSE and A level geography and biology, as well as practical training in species identification, biodiversity net gain, GIS and ecological surveying for sector professionals.

The value of giving young people meaningful fieldwork can’t be overstated. It shouldn’t be a tick-box on the curriculum – it’s where the practical and analytical skills vital for environmental careers are born.

Geography fieldwork gets students hands-on with mapping, data collection and landscape interpretation; biology fieldwork offers direct encounters with habitats, species and the practicalities of ecosystem surveys. These experiences nurture not just technical know-how but critical thinking, resilience and teamwork – skills that employers tell us are in demand.

Our Young Darwin Scholarship is one example of how we champion deeper engagement. This initiative supports young people aged 16 to 25 as they expand their interest in biodiversity, through residential courses, follow-up events, mentoring and networking with professionals. It’s been brilliant to see past scholars pursue further study or careers in conservation and ecology, clear evidence of the long-term impact of “hands-on” opportunities.

Making access and support a priority

We know not every child or school can easily get outdoors. That’s why we work hard to bring down barriers, with grants and discounts for schools new to our courses, and a free digital hub full of resources and ideas for teachers.

Two young people stand on a hill, pointing into the distance — National projects such as Generation Green 2 provide vital outdoor learning opportunities for young people (Field Studies Council)

But, our efforts also reach beyond courses and resources. We work with partners and policy-makers to advocate for more outdoor learning across the curriculum. The introduction of the Natural History GCSE this September is a real step forward, but it’s only a start. If we want future generations to understand and care for the world – knowing the names of local trees, birds or fungi and recognising the systems connecting us all, we need to see similarly ambitious thinking across all age groups.

Keeping curiosity alive – and some top tips

Looking back, I’m proud that my waterlogged field trip set me on this path. But our shared challenge is to safeguard and expand these opportunities for all young people. As we celebrate International Youth Day this August, let’s keep pushing for accessible outdoor learning, strong support for teachers, and a sector that truly reflects the communities we serve.

If your organisation or charity wants to help young people connect with nature, here are a few suggestions on what you could do:

Make it practical
Offer hands-on activities, indoors or out, to help young people connect with nature in everyday ways.

Let them contribute
Involve them in real projects, surveys or conservation actions, so they see their efforts can make a difference.

Offer variety
Embrace different ways to get involved, from science and technology to art or social action.

Prioritise inclusion
Use local spaces, keep activities low-cost or free, and ensure everyone feels welcome.

Share real stories
Highlight diverse people and routes into environmental work – role models really do open doors.
By lighting the smallest of spark, together we can build the next generation of passionate, skilled environmental stewards.

For more information about the field studies council and the funding help available to schools, visit www.field-studies-council.org