Why Learning in Nature Matters: A Neuroscience Perspective on Place-Based Education

At Green Steps we work to reconnect children with nature through place-based learning. Every route we design and every activity we guide stems from a simple idea: children need to have more access to the outdoors. Today, neuroscience increasingly confirms what educators and caregivers have long observed: a learning which is connected to the environment is deeper, more meaningful, and longer lasting.

The human brain does not develop in isolation. It develops through movement, exploration, emotions, and interaction with the world. Learning is not something that happens only by listening or reading; it involves the whole body and all the senses. This is why place-based learning, especially in natural environments, plays such a powerful role in children’s development.

Research on brain development shows that our brains evolved in close relationship with natural landscapes. For most of human history, learning happened by walking, observing, touching, listening, and responding to the environment. Modern education, however, often takes place indoors and requires children to sit still for long periods of time. While classrooms are important, studies in developmental neuroscience suggest that movement and environmental engagement are essential for healthy learning - particularly in childhood.

A key brain structure involved in place-based learning is the hippocampus. The hippocampus plays a central role in memory, spatial orientation, and learning through experience. Neuroscientists have shown that this area of the brain is especially active when we navigate spaces and connect experiences to specific places. This relates directly to spatial memory: when information is associated with physical locations, recall becomes stronger and more durable. When children learn along a forest path, near a stream, or on a familiar outdoor route, their learning becomes anchored to place. This helps memories last longer and makes learning more meaningful.

At the same time, research shows that stress can interfere with learning, especially in developing brains. High stress levels can affect the hippocampus and reduce the brain’s ability to form new memories. Time spent in nature, on the other hand, has been shown to support emotional regulation and reduce stress. By offering children regular, guided experiences outdoors, we at Green Steps aim to support not only learning, but also mental and emotional well-being.

Place-based learning also supports embodied learning - the idea that we learn through our bodies, not just our minds. Physical engagement with uneven terrain, natural materials, and changing environmental conditions strengthens sensorimotor integration and neural connectivity.

Beyond memory and emotion, outdoor learning environments naturally promote critical thinking and problem-solving. When children encounter real-world challenges — such as planning a route, identifying species, adapting to weather conditions, or working together to complete a task — they activate executive functions supported by the prefrontal cortex. These neural systems are responsible for planning, decision-making, cognitive flexibility, and self-regulation. Authentic contexts require children to assess situations, test hypotheses, adjust strategies, and reflect on outcomes. This kind of situated problem-solving strengthens higher-order cognitive processes in ways that abstract, decontextualized tasks often cannot.

Just as importantly, learning in specific places fosters a sense of belonging and responsibility. When children return to the same routes and environments, they develop familiarity and emotional attachment. Research in psychology and neuroscience shows that emotional connection plays a key role in shaping values and long-term behaviour. Children are more likely to care for places they feel connected to. This is how environmental education becomes personal and transformative.

At Green Steps, we aim to create exactly these conditions. We encourage children to observe closely, ask questions, and build relationships with the environments they explore. Children do not simply learn about nature, instead they learn with nature and within it. This approach supports both cognitive development and a lasting connection to the natural world.

Further reading:
• Scaling place-based education through a networked game
• Unlocking the human potential through play
• On education crisis and prisoner’s dilemma
• On alienation and alignment
• Urban Childrens daily use of space 
• Urban Biodiversity and the Importance of Management and Conservation 
• Space, Time and Episodic Memory: the Hippocampus is all over the Cognitive Map
• Terrestrial Ecoregions of the World: A New Map of Life on Earth 
• The right space at the right time: The relationship between children’s physical activity and land use/land cover 
• Why spatial is special in education, learning,and everyday activities 

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