Youth-Led Research and Policy 

On February 18th, the Nature & Mental Health in Education Policy Sprint research team held a half-day deliberative policy action workshop to explore how nature-based programmes can support mental health and wellbeing in secondary schools. 

The event brought together academics, educators, Department for Education (DfE) policymakers, and creating a rare space for intergenerational, cross-sector collaboration. Five of the young participants were members of the NeurOX Young People’s Advisory Group (YPAG), who have been working closely with the research team since October 2024. 

The workshop centred on mixed-group discussions, where young people sat alongside policymakers and educators to share their real-life experiences of nature and mental health in schools. Their insights helped shape conversations around a new cost-benefit model, developed by the Agile team, to evaluate the impact and value of nature-based programmes in schools. Drawing on personal stories, school experiences, and environmental activism, young people played a central role in guiding the dialogue and challenging assumptions. 

What did we find? 

Overall, young people, teachers, and DfE policy members identified several key benefits of nature-based practices (NbP) for mental health and wellbeing (MHWB) in schools, including: 

• Improved wellbeing through calm spaces and reduced stress 

• Development of cognitive skills like self-organisation and impulse control 

• Support for pro-environmental and prosocial behaviour, and potential boosts to the green economy 

• Stronger teacher and student relationships and classroom engagement 

• Enhanced family and community connections 

However, participants also identified challenges to implementing NbPs. This included: 

• Time pressures in schools, including tensions between nature-based activities and academic demands such as A-level exam preparation 

• Perceived stigma around nature engagement, with some students viewing it as “childish” or “uncool” 

• Uncertainty around which types of programmes are effective, making it challenging for schools to make evidence-based decisions 

• Limited resources for staff training and professional development, combined with restricted access to suitable green spaces 

Deliberative research specialists Hopkins van Mil facilitated the discussions and produced the workshop report, and you can read our one-page summary of the event.

The workshop generated incredibly valuable insights that strengthen our research sprint and inform the development of a cost-benefit model. These findings will be shared across the DfE and the University, with the goal of influencing the Labour Government’s ‘Plan for Change,’ and supporting the mission to help ‘every child achieve and thrive in school.’ 

Centring Young People Beyond the DPA 

The DPA has influenced how we approach training and leading youth engagement. For instance, the methods used in this workshop have directly contributed to shaping the NeurOx Training Programme. 

Beyond the workshop, the NeurOx YPAG continues to be an integral part of the research process. They’ve helped develop a glossary of key terms related to the project and are actively contributing to outputs including a co-written blog.  

As the collaboration between the Agile team, DfE, and young advisors evolves, this project exemplifies how inclusive, cross-sector dialogue can reshape education policy for mental and environmental wellbeing. We hope this work inspires further investment in youth-led, nature-based innovation.