Welcome! 

Welcome to the PGP blog. This is the first of what will be a regular series of posts, exploring ideas close to the project and providing you with any updates on what’s going on onsite! 

Who are we?

We are a small team of academics from the School of Education at the University of Hull who are passionate about connecting children and people from across the local community with nature. We are based in the Botanic Gardens at Thwaite Hall, where we have historically trained many professionals across the education community to become Forest School practitioners. For this project, we are working closely with the Royal Society of Arts, in close collaboration with The Eden Project and Bath Spa University. 

What is PGP?

Playful Green Planet is a National landmark project funded by the National Lottery Community Fund. Currently in the pilot phase, Hull is lucky enough to have been included in the project, alongside Dundee, as one of the first two sites nationally. 

The PGP project aims to connect children with nature, using community driven approaches combined with creative play in the great outdoors. The project seeks to support the transformation of previously underutilised green spaces locally, to maximise the benefit of project sites for both children and the environment. 

More information on the PGP project is available from the RSA here: RSA kickstarts Playful Green Planet: connecting children to nature and community – The RSA

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Why is PGP important? 

Many terms have been used to describe humanity’s need to be close to the natural world. ‘Biophilia’ refers to the innate desire of all humans to be surrounded by biological and natural life (Gunnarsson and Hedblom, 2023). The concept of ‘awe’ suggests that humans have a greater capacity for feeling wonder and marvel when observing natural spectacles, both big and small, than in other areas of life (Ballew and Omoto, 2018).  

Evidence suggests that spending time in the great outdoors can have positive impacts on our wellbeing and mental health, as well as the physical benefits of being more active in the fresh air (Roberts et al, 2020). Research findings demonstrate that people may even experience less boredom in natural spaces (always a win for parents!) (O’Dea et al., 2025). However, humans spending time in nature can have a positive impact on green spaces too. The closer we feel to the natural world and the greater our understanding of it, the more we want to protect and preserve it. 

Despite the positive implications for both nature and people, findings suggest that overall, we are spending less time outside than ever, with numbers having dropped after a temporary peak during the Covid-19 pandemic (Office for Natural Statistics, 2023). Children from families with lower household incomes are particularly impacted, with almost three quarters of children whose annual household income totals less than £17,000 spending less time outdoors, despite 8 in 10 children stating that time in nature makes them very happy (Natural England, 2021). 

At a time when climate change poses a major threat to both the human and natural world, it has never been more significant that we seek to heal our relationship with nature (Forest Stewardship Council, 2024). The PGP project team here at Hull believe that it is crucial that children are offered opportunities to develop positive relationships with nature through what they know best – play! 

By offering children from across Hull a space to have playful interactions with the natural world, the PGP project can support them to harness positive benefits such as an increased capacity for exercising agency, including increased critical thinking skills and self-reflection (Gjelvik et al., 2024). A wide range of research findings also suggest that time spent playing in green spaces allows children to develop improved creativity, owing to factors such as more time spent alone, disconnection from technologies and the relaxing and inspirational qualities provided by natural spaces (Vella-Brodrick et al., 2024). 

What’s happening next? 

PGP Hull are on a mission to support as many children from across our city as possible to spend time in our beautiful green space at Thwaite Gardens. We are in the early stages of running regular sessions with local schools and private settings. If you and your setting or community group would like to participate in the project, please drop us a message as we would love to connect with you! 

We are lucky enough to have the support and wisdom of some of the most inspiring partners from across Hull in the form of our co-design council. If you are an organisation or group working in the Hull area with a focus on the arts, nature or childhood and would be interested in joining the council, please reach out for further discussion. 

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Events

On the 19^th of August from 4:30-6:30 pm, we will be hosting a Family Feast event and Tree Trail. During the event, we will be doing some campfire cooking – making a healthy, plant-based meal of veggie skewers over our firepit. With toasted marshmallows for dessert! Families from across the community are welcome to join us and spend time playing across our whole site and completing our tree trail. Please email us at ForestSchoolHull@hull.ac.uk to let us know if you will be coming and make us aware of any dietary requirements. 

We are currently in the process of planning our launch event which will take place at the Botanic Gardens on the 25^th of October. The event will see us collaborate with our partners to bring you a fun-filled day of seasonal, nature-based crafts, play and entertainment.

Watch this space for more information! 

References: 

Ballew, M.T. and Omoto, A.M., 2018. Absorption: How nature experiences promote awe and other positive emotions. Ecopsychology, 10(1), pp. 26-35. Available at: https://doi.org/10.1089/eco.2017.0039 [Accessed 25 July 2025].

Forest Stewardship Council, 2024. Why is sustainability important? [online] FSC. Available at: https://fsc.org/en/blog/why-is-sustainability-important#Why%20is%20sustainability%20important? [Accessed 25 July 2024].

Gjelvik, I. G., Hauge, Å. L., Lindheim, M. Ø., Johansen, E. H., & Johnsen, S. Å. K., 2024. Affordances for agency in a nature-based outdoor activity program: a qualitative study of ‘Nature school’ for childhood critical illness survivors and next of kin. Journal of Adventure Education and Outdoor Learning, pp. 1–22. Available at: https://doi.org/10.1080/14729679.2024.2386342 [Accessed 25 July 2025].

Gunnarsson, B. and Hedblom, M., 2023. Biophilia revisited: nature versus nurture. Trends in Ecology & Evolution, 38(9), pp. 792-794. Available at: https://doi.org/10.1016/j.tree.2023.06.002 [Accessed 25 July 2025]

O’Dea, M.K., Militaru, I.E., Igou, E.R., Rentfrow, P.J., Barrett, I. and van Tilburg, W.A.P., 2025. Nature adds color to life: Less boredom in natural versus artificial environments. Journal of Experimental Psychology: General, 154(8), pp. 2220–2240. Available at: https://doi.org/10.1037/xge0001764 [Accessed 25 July 2025].

Natural England, 2021. The People and Nature Survey for England: Children’s Survey, Wave 1, Experimental Statistics. [online] Available at: https://www.gov.uk/government/statistics/the-people-and-nature-survey-for-england-child-data-wave-1-experimental-statistics/the-people-and-nature-survey-for-england-childrens-survey-experimental-statistics[Accessed 25 July 2025].

Office for National Statistics, 2023. A million fewer people are gaining health benefits from nature since 2020. Office for National Statistics. Available at: https://www.ons.gov.uk/economy/environmentalaccounts/articles/amillionfewerpeoplearegaininghealthbenefitsfromnaturesince2020/2023-11-27 [Accessed 25 July 2025].

Roberts, A., Hinds, J. and Camic, P.M., 2019. Nature activities and wellbeing in children and young people: a systematic literature review. Journal of Adventure Education and Outdoor Learning, 20(4), pp. 298–318. Available at: https://doi.org/10.1080/14729679.2019.1660195 [Accessed 25 July 2025]

Vella-Brodrick, D.A., Lewis, K.J. & Gilowska, K., 2024. Exploring the nature-creativity connection across different settings: A scoping review. Educational Psychology Review, 36, pp. 134. Available at: https://doi.org/10.1007/s10648-024-09964-0 [Accessed 25 July 2025].