In my world of evidence gathering, structure often leads the way. But true evidence gathering is not linear, just as true learning is not. Both follow the rhythm of life, spiralling, adapting, and connecting. Rewilding learning reminds me that to truly understand growth, we must look beyond data and welcome curiosity and out of box thinking.

To me rewilding education refers to finding that connection that each and every one of us have to nature and exploring that connection through education.

Rewilding learning to me is the freedom to walk, stop, run, look, question, fall, and run again. To me, it's the space for children to learn, be, and converse with nature through their immediate landscape, and for facilitators to be able to curate boundless opportunities for wonder, inquiry, and exploration for themselves and others.

Rewilding learning to me would mean holding space. For growth, learning and journeying alongside all that we share this earth with.

Just as there is no one way for roots to branch out and reach (both within the earth and above), Rewilding learning to me would mean encompassing any and all ways of understanding/holding space for something - in an attempt to recognise what it might mean.

Rewilding to me means the existence of active spaces where everyone gets the freedom of language and self expression.

Children learn naturally through experiences, emotions, play, stories, and sensory simulation, no matter where they are - in classrooms, homes, a shop or a park. When we consciously add these elements into their learning material, making them active participants rather than passive recipients, we are Rewilding learning!

Rewilding learning, to me, is remembering that nature doesn’t bloom all the time.

It is learning to move at nature’s resting heart rate, steady, attentive, unhurried, yet holding a quiet sense of urgency about what matters. It is the feeling that everything you do is rooted in belonging: belonging to the land, to the more-than-human world, and to the people you are learning and working with.

Rewilding learning, to me, is a return to humility, which is when we begin to ask the brave questions:

What kind of education helps our children live well on the only planet we call home?

What helps them become regenerative rather than destructive?

What helps them inherit a thriving Earth, not a dying one?

To me, Rewilding Learning is about recognising that every mind sees and feels the world differently.

When we stop measuring and start listening, our differences turn into lessons.

Each perspective holds a frame the other may never see.

In that freedom, children grow unafraid — their thoughts wander, their curiosity blooms, and learning begins to breathe again.

A tree can teach one about the whole cosmos, but all it is seeking is a heart which longs to know. Learning when rewilded becomes a process of seeking knowledge from the world around, rather than wanting to be fed information.

To me, rewilding education means first feeling and thinking outside the box, connecting locally with environmental needs, and understanding more deeply than what is written in books, using any form of learning method.