School trips are inspiring for all children, but it is those with the most to gain who will lose out if excursions are cut, says Leigh-Anne Stradeski
Sitting still in a classroom and being expected to absorb information like a sponge is not the way that children naturally learn and discover the world around them. However, with financial pressures meaning that supply teachers and travel cannot be paid for, and with schools and parents becoming more risk averse, the rich learning experiences that children can gain on trips to museums and other cultural attractions are under threat.
School trips are hugely beneficial to all children, but they are especially suited to those with SEN because they are more holistic and conducive to different styles of learning, maximising opportunities for visual, auditory, tactile and kinaesthetic experiences. As out-of-classroom adventures, school trips expand children’s horizons, build self-confidence and give them a sense of the wider world.
The best school trips do not involve worksheets and learning outcomes; they offer children the freedom to explore, think for themselves and, most importantly, take risks. Trips should be designed to encourage children to cross boundaries they have not tackled before, and deal with the consequences in a safe environment. Within the confines of a child-friendly museum, it is possible to gain a sense of independence from your teacher and class mates, and engage in a process of self-discovery, without putting yourself in any real danger. For those with SEN, taking risks and testing boundaries is particularly important because it helps build resilience and an understanding of what is possible. As Professor Tim Gill says in his book No Fear: Growing up in a risk averse society, children today rarely get the opportunity to play out of the sight of parents, teachers or carers, and children with SEN are particularly prone to being wrapped in cotton wool.
Unlike the typical classroom, a well planned school trip to a museum or outdoor destination will provide children of varied backgrounds, circumstances and abilities with a place where they feel they belong and can explore the world at their own pace. Of course, the content will be linked to the curriculum and include triggers to make connections to what the children are learning in the classroom, but the real benefit is that each child gains a better understanding of their own potential to learn in a new and stimulating environment.
The best museums are deliberately designed to be not only accessible to all children but flexible enough to accommodate the unique needs of most. The use of contextual spaces, discovery-based learning and age-appropriate open-ended exhibitions can make it possible for all visitors to interpret things for themselves. For example, it is not just those with sight impairments who benefit from talking maps; some children just prefer to use different senses to interact with things. Similarly, dividing a venue into sections can make it more manageable for many with SEN such as autism, who can find a museum environment challenging and may want to tackle one smaller section at a time.
It is not only children that benefit from school trips; teachers do as well. Educational visits have been shown to help raise standards and improve behaviour back at school. By engaging alongside the children in the playful learning experience, teachers learn a great deal about the unique way in which each child learns and views the world. Nothing can contribute to the emotional, physical, social and intellectual development of children holistically like play, and teachers often report that their school trips give them many ideas to take back to the classroom.
Teachers who will be bringing children with SEN on a school trip should be encouraged to visit the venue beforehand to understand what sensory and other triggers may help or hinder them. School workshops and learning sessions can also be adapted with support and advice from teachers to ensure that children are supported as best as possible. For teachers at special schools, trips are important because they give students the opportunity to mix and engage with others in an informal environment. There are no sets or segregation and, depending on the nature and focus of the visit, there is often the opportunity for all children to play together freely, interacting with others in ways they might not usually get the chance to.
School trips tend to stay with children into adulthood because they provide truly memorable experiences, and the informal learning involved in such visits can help children to understand concepts that they have been unable to grasp in the classroom. This sudden sense of comprehension and connection can lead to a greater level of motivation in the classroom and give teachers something to build on. These discoveries have a longer term impact as well – they inspire, boost aspirations and ultimately make children more confident and well rounded, preparing them for the challenges and experiences of further education and employment.
Increased risk averseness means that teachers and parents of children with SEN are coming up against more and more barriers to accessing cultural venues and are more apprehensive to organise trips, despite the fact that at many venues they have the support of a qualified and experienced team of staff.
There are many reasons why school trips are essential for children’s development and there is still huge demand for them from children themselves. The Guardian’s recent Children’s Manifesto cited fortnightly school trips as a key priority.
Although children can gain a range of valuable playful learning experiences at school and in their family life, there are always those who are excluded because they struggle in the classroom environment or do not have the support and resources at home. If school trips are taken away, will it be the children who have the most to gain who would suffer by missing out on the benefits of these cultural, social and experiential learning opportunities?
Leigh-Anne Stradeski
Leigh-Anne Stradeski is Chief Executive of Eureka! The National Children’s Museum, Halifax: www.eureka.org.uk