As schools across England develop and implement their Climate Action Plans (CAPs), many are looking for practical ways to move beyond policy documents and turn environmental ambitions into meaningful action.
Climate Action Plans are most effective when they become part of everyday school life, influencing how pupils learn, how staff teach and how the wider school community engages with sustainability. One of the most powerful ways to achieve this is through outdoor learning and food growing.
Outdoor learning and food growing provide schools with an opportunity to bring climate education to life. Rather than learning about environmental issues solely through books, presentations or classroom discussions, pupils can experience sustainability first-hand. They can grow vegetables, investigate local ecosystems, observe seasonal changes, support wildlife habitats and develop a deeper understanding of the natural world. These practical experiences help children build a connection with nature that often leads to a greater appreciation of environmental issues and a stronger desire to protect the planet.
As schools create their Climate Action Plans, outdoor learning can help shape many of the objectives they identify. Climate education is a key component of any successful plan, and outdoor environments offer rich opportunities to explore topics such as climate change, biodiversity, food production, sustainability, waste reduction and water conservation. By linking these themes to real-life experiences, pupils gain a deeper understanding of both the challenges facing the environment and the actions that can make a difference.
Food growing, in particular, is an effective way of helping children understand sustainable food systems. Many young people have little awareness of where their food comes from or the environmental impact associated with its production and transportation. Growing fruit, vegetables and herbs within the school grounds allows pupils to witness the journey from seed to plate, helping them understand concepts such as food miles, seasonal produce, healthy eating, composting and sustainable farming practices. These lessons not only support environmental literacy but also encourage behaviours that contribute to a lower-carbon future.
Outdoor learning and food growing can also play an important role in supporting biodiversity, which is increasingly becoming a focus within school Climate Action Plans. Even small areas of school grounds can be transformed into valuable habitats that support pollinators and other wildlife. Growing spaces often act as a catalyst for wider environmental improvements, encouraging schools to introduce wildflower areas, tree planting projects, composting systems and nature-friendly habitats. These initiatives provide tangible evidence of environmental action while creating engaging learning opportunities for pupils.
One of the greatest strengths of outdoor learning is its ability to give pupils ownership of climate action.
Successful Climate Action Plans are not something that happen to pupils; they are something pupils help create and deliver. Through food growing projects and environmental initiatives, children can take on leadership roles, contribute ideas, monitor progress and share their learning with others. This active participation helps develop confidence, responsibility and a sense of purpose, while demonstrating that everyone has a role to play in creating a more sustainable future.
The benefits extend beyond environmental education. Spending time outdoors has been shown to support physical health, mental wellbeing and emotional resilience. School growing projects encourage physical activity, teamwork and problem-solving, while providing pupils with opportunities to engage in calm, purposeful and rewarding activities. As schools seek to create healthier and more sustainable learning environments, outdoor learning offers a solution that addresses both environmental and wellbeing priorities simultaneously.
Climate Action Plans are most successful when they involve the wider school community, and food growing projects are particularly effective at building these connections.
Growing spaces often bring together pupils, staff, parents, carers and local organisations around a shared goal. Community planting events, gardening projects and sustainability initiatives can help strengthen relationships while extending environmental awareness beyond the school gates. In doing so, schools can create a culture of sustainability that reaches into homes and local communities.
Another challenge schools often face is demonstrating the impact of their Climate Action Plans. Outdoor learning and food growing provide highly visible examples of progress. Whether it is a thriving school garden, increased biodiversity on the school site, pupil-led sustainability projects or greater community engagement, these activities generate outcomes that can be seen, measured and celebrated. They allow schools to show that climate action is not just a statement of intent but a commitment being put into practice.
Ultimately, climate action begins with connection:
Connection to nature, connection to food, connection to community and connection to the belief that positive change is possible.
Outdoor learning and food growing provide schools with a practical and engaging way to build those connections while creating and delivering Climate Action Plans that have a genuine and lasting impact.
