Outdoor learning linked to lower stress and better focus

The study, led by Dr Gemma Goldenberg at UEL’s Institute for the Science of Early Years and Youth (ISEY), examined how learning environments affect children’s wellbeing, behaviour and focus. A former primary school teacher, Dr Goldenberg has spent years investigating how the physical and sensory qualities of classrooms shape children’s learning experiences.

Many classrooms are far louder than people realise,” said Dr Goldenberg. 

In some cases, noise levels are comparable to sitting next to a vacuum cleaner that’s running all day. Hard surfaces such as walls, ceilings and tables cause sound to bounce and amplify, which can feel intense and stressful for children.”

To explore alternatives, the research team monitored more than 600 lessons across four primary schools, comparing indoor and outdoor teaching in subjects including maths, phonics and reading. One participating school, Sandringham Primary in east London, reflects the challenges of many Victorian-era buildings, with high ceilings and echoing corridors.

When lessons moved outdoors, researchers recorded a reduction in noise levels of around three decibels, enough to make a noticeable difference. Heart rate monitors also showed that children’s stress levels dropped, with an average decrease of three beats per minute compared to indoor lessons.

“It feels much less intense outdoors,” Dr Goldenberg said. “Without the reverberation, noise becomes far easier to manage, and children appear calmer and more settled.”

Teachers involved in the study observed that children were able to focus for longer periods outside and were less likely to move rapidly between activities. Children who typically displayed challenging behaviour indoors were also calmer during outdoor lessons.

Concerns about the weather proved unfounded. Data was collected across all four seasons, and researchers noted that children adapted easily. “Adults often worry about rain far more than children do,” Dr Goldenberg said. “Outdoor spaces can also be healthier environments, where germs spread less easily.”

The findings highlight the importance of rethinking how learning spaces are designed and used, particularly for young children whose sensory systems are still developing.

The research is led by the Institute for the Science of Early Years and Youth (ISEY) at the University of East London, which brings together interdisciplinary research to better understand how children and young people grow, learn and thrive.

This work contributes to UEL’s Year of Health, which focuses on how environments, systems and everyday experiences shape physical and mental wellbeing. By examining learning spaces through a health and equity lens, UEL researchers aim to inform more inclusive approaches that support children’s long-term development and wellbeing.

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