Primary school teachers’ perceptions of their pupils’ (aged 7–11 years) experiences of undertaking contemplative activities at nature reserve settings

 Literature suggests a positive impact on children’s health and wellbeingfrom being in nature. This study explores primary teachers’perceptionsof their pupils’(7–11 years) experiences of contemplative approaches innature reserve settings. Nine teachers from a convenience sample ofeight  different  primary  schools  took  part.  After  observing  pupilsundertake a range of contemplative activities, teachers were interviewedindividually. They perceived an increase in agency (child-led and nature-led), a sense of freedom (from school structures and school time), a senseof calmness and a resultant time to dwell, summarised in a new model.