Schools (Residential Outdoor Education) (Scotland) Bill

Woodcraft Folk is a UK-based educational movement for children and young people, focusing on peace, cooperation, and sustainability. Established in 1925, it provides a range of activities and programs for different age groups, including Woodchips (under 6), Elfins (6-9), Pioneers (10-12), Venturers (13-15), and DFs (16-20)​. The organisation offers various projects, activities and opportunities, such as regular group nights, camps, workshops, residentials and international opportunities, to foster a sense of community and global citizenship among participants​​.
Woodcraft Folk operates several residential centres across the UK, including Biblins, Cudham, Height Gate, and Lockerbrook, where Woodcraft Folk groups, youth groups and schools can engage in social, creative and outdoor activities and environmental education.

This initiative is crucial as it promotes holistic development, enhances social learning, and offers invaluable experiences outside the conventional classroom setting. The Learning Away campaign https://www.learningaway.org.uk/ has shown that outdoor education fosters deeper relationships between students and teachers/trip leaders, significantly impacting school attainment, community cohesion, social, physical and mental health development and environmental awareness. These experiences help students develop essential life skills, teamwork, and leadership qualities that are often less accessible in traditional classroom environments.
Children & Young People connected to the Woodcraft Folk are clear in their objective to tackle the impacts of climate change. This aligns to other youth led movements, all around the world, who are calling for urgent action from governments and corporations to take more concerted action to create systemic change to deal with the effects and impacts of climate change. A four night/five day outdoor education residential provides young people with immersive, hands-on experiences that deepen their understanding of climate change and inspire proactive engagement. Experiences often include activities such as; exploring diverse ecosystems, connecting with nature and natural habitats through immersive activities, learning about conservation efforts and understanding our relationship to the environment. By learning about and appreciating the direct impact of environmental issues, Children & Young People develop a stronger connection to nature and a heightened sense of responsibility towards protecting it. This experiential learning fosters critical thinking, problem-solving skills, and a commitment to environmental stewardship, equipping Children & Young People with the knowledge and motivation needed to tackle climate change effectively in their schools, communities and beyond. A four night/five day residential outdoor education also offers a unique and significant opportunity for improving family dynamics: During periods when children are away on residential trips, parents and caregivers experience a form of reflective seclusion, allowing them to engage in self-reflection and reevaluate their familial roles and relationships. This temporary separation can invoke a sense of attachment where the absence fosters a heightened appreciation of the child's presence and contributions to the family and home unit. Moreover, the experience can enhance self-determination in parents, as they navigate autonomy and competence in managing the household without their children. This reflective period enables caregivers to gain insights into their parenting styles and the emotional bonds they share with their children, ultimately strengthening family cohesion and fostering positive familial relationships upon the child's return. This underscores the broader impact of residential education, not only on the child's growth and independence but also on the holistic development of healthier, more resilient family systems.
Supporting this Bill aligns with Woodcraft Folk’s commitment to providing inclusive and accessible educational experiences. It ensures that all young people, regardless of background, can benefit from the transformative power of outdoor learning, particularly where it is over a suitable period of time, ideally four days and five nights consecutively.

I propose that the Bill should stipulate that schools are required to provide at least one residential outdoor experience of four days and five nights consecutively (or non-consecutive if not possible). Guidance should state that schools are encouraged to make further provision for outdoor residential experiences accordingly to their ability to deliver, and that the age at which a child can attend overnight provision is determined by the school in consultation with the parent/primary carer and the child.

Wholly agree