From Aversion to Appreciation: The Effects of Outdoor Experiential Learning on Children’s Negative Perceptions of Invertebrates

Invertebrates are essential for ecosystem functioning but are declining worldwide at an unprecedented rate. A particularly maligned group are the invertebrates that live in or near soils, which play a crucial role in nutrient cycling and soil formation. Educational strategies that reduce aversion to invertebrates could improve public support for invertebrates and raise their profile in policy and conservation. We investigate the impacts of experiential learning with ground-dwelling invertebrates in the school grounds on children’s (7–9 years) perceptions using a mixed methods approach, with before-after testing using questionnaires and interviews. We also explore the characteristics of children’s previous experiences with invertebrates and nature interactions. Following piloting, 155 children from four schools participated, with 113 children completing questionnaires and 36 taking part in interviews. A range of invertebrate types were rated as significantly less frightening and disgusting after the intervention, which interviews suggested was because children felt more confident observing and looking for animals, or became more interested in the animals’ structures or behaviours. The most popular ground-dwelling invertebrates were woodlice and ants, whilst the least popular were slugs and spiders. Children who regularly had contact with nature outside of school were less likely to express disgust or fear about invertebrates. Positive invertebrate experiences tended to take place in nature-rich areas, whilst negative experiences took place in the built environment and often involved attack or injury. The study highlights the value of experiential learning and nature-based encounters with ground-dwelling invertebrates for addressing negative perceptions. We discuss the challenges and opportunities for implementing this form of environmental education, using a post-humanist perspective.