On several occasions now, while visiting other European countries, I’ve noticed how much more integrated their school experiences seem to be with everyday life compared to those in the UK.
In other European countries, it is common to see groups of schoolchildren of all ages walking through town centres, using public transport, or visiting parks, public pools, and so on, as part of a normal school day. These outings feel like a natural part of their education—not a special event.
In contrast, school trips in the UK tend to be rare, highly structured outings. They often involve children boarding a coach at school and being taken to a specific educational location—a museum, zoo, or historical site. These trips feel disconnected from daily life, as though children are being shielded from the “real world” rather than learning how to engage with it.
Observing children out and about in European towns, I have also been struck by their level of independence. UK children may be missing out on the secondary benefits of a trip out—using public transport, walking in their community, and seeing how life unfolds beyond the school gates. This has made me reflect on whether children in the UK are missing out on developing important life skills, and what is causing this difference in approach to educational outings.
A Few Examples That Made Me Stop and Think:
- Belgium: I watched a group of about 12 preschoolers—perhaps as young as two or three—walking down a busy main street towards a park. They were each holding a rope, with one adult at the front and another at the back. When one little boy called out, the group calmly stopped while the adult went back to retrieve his lost shoe.
What struck me was how normal this scene felt. In the UK, such young children would likely be in double buggies, each supervised by an adult. But here, these children were being trusted to walk, to speak up when something went wrong, and to wait patiently. It made me marvel at how much confidence and independence they must be developing. It also made me wonder: would it be easier for UK nurseries to take children out if adult-to-child ratios weren’t so high (currently 1:4 for two-year-olds)? - Norway: I saw a group of slightly older nursery children boarding a public bus. Each pair walked calmly down the aisle, climbed into their seats, and even attempted to fasten their seatbelts. Adults followed behind, doing a quick headcount and helping with belts before sitting down themselves. Again, what stood out was the level of trust placed in the children—and the sense of calm.
Compare this to a UK outing, where every movement is monitored, groupings tightly controlled, and independence minimised. How much more affordable would school trips be if public transport was the norm? And how much would children’s confidence and life skills grow? - Germany: At an outdoor town swimming pool, I saw a class of older children enjoying free time. Some were in the water, others were reading or chatting on the grass, and a few were buying chips at the café. Teachers were mingling among them, relaxed and engaged, trusting the children to behave appropriately—and they did.
As a teacher myself, I’ve led pool trips that were quite different: get off the bus, line up, headcount, assign changing rooms, line up again, another headcount, strict instructions, constant supervision, and anxious reminders to “keep the noise down.” The whole process felt more like a drill than an experience—and certainly didn’t encourage independence or enjoyment. I have reflected on why this ethos is so different, and two things come to mind.
So Why the Difference?
Why are these everyday experiences so rarely part of our educational culture in the UK? There are probably a myriad of reasons – historical, cultural maybe even financial. I do believe that, as a society, we have become overly risk-averse, and as teachers we have become overly burdened with pressure to ensure children are learning and achieving at all times. Both of these have unfortunately led us to the point of forgetting that children actually learn best with a modicum of risk and a lot of freedom.
What Needs to Change?
Is it a matter of teacher mindset? Or is it the beliefs and expectations of parents and society as a whole? Do we all need to better understand the broader educational value of everyday experiences outside the classroom? Or is it the system—policies, risk assessments, and adult-to-child ratios—that makes this kind of integration so difficult?
Whatever the reason, it’s worth asking: What are our children missing out on when their education happens entirely within four walls?
