A new book by Professor Hilary Cremin, Head of the Faculty of Education at the University of Cambridge, argues that the current school system is failing students and teachers. In "Rewilding Education," Cremin claims that schools are too focused on standardisation and outdated methods, which undermines creativity, critical thinking, and both physical and mental health.
Cremin draws from her experience as a teacher, academic, and consultant to suggest a programme for significant change in education. Her proposals include more outdoor lessons and projects that connect students with their communities. She believes these steps would better prepare young people for life in a rapidly changing world.
She acknowledges potential criticism from traditionalists and policymakers. In 2013, Cremin was among 100 academics who opposed Michael Gove’s educational reforms; Gove labeled them “enemies of promise.” More than ten years later, she says there is still no evidence that such reforms have closed the attainment gap between wealthy and poorer students. Research indicates this gap grows during schooling and reaches over 19 months by the end of secondary education.
“Despite decades of reform, I think the school system as we presently configure it may be beyond redemption,” Cremin said. “This isn’t an attack on the idea of education, or on the thousands of brilliant teachers who give the job their all. But government after government has tinkered with education when the basic model is obsolete.”
“If we keep preparing children for the second half of the 21st century using a system designed in the 19th, it could do catastrophic harm. We need to rethink what it means to educate, and what we are educating for.”
The book challenges beliefs about social mobility through education. It suggests that high-performing schools continue to admit few disadvantaged students and that poverty remains a strong predictor of student outcomes.
Cremin writes: “None of the ideas driving schools policy really stands up to scrutiny,” adding that this does not seem to affect policy decisions.
She describes schools as resembling old-fashioned production lines—rigidly standardised with strict discipline—which she argues suppresses curiosity and critical thinking while limiting teachers’ autonomy.
Cremin highlights concerns about health impacts linked to changes in schooling practices. She points out connections between reduced physical activity at school and increased childhood obesity rates, noting issues such as inadequate toilet facilities remain common.
She also criticises high-stakes testing for contributing to poor mental health among students. According to her research, zero-tolerance behaviour policies have led to a 60% increase in permanent exclusions since 2015; disadvantaged students are four times more likely to be excluded than others. Both students and teachers sometimes turn to medication due to pressures within what she calls an “ailing system”.
Cremin argues these problems require more than minor adjustments: “We are educating for jobs and lifestyles that will soon cease to exist,” she writes, “while failing to educate for those that don’t yet exist.”
Her concept of ‘rewilding’ education borrows from ecological restoration—advocating less rigid structures in favour of holistic learning approaches.
Nature plays an important role in her vision. Drawing on thinkers like Rabindranath Tagore, Cremin proposes treating nature as a “co-educator” through outdoor activities such as planting trees or creating gardens at school.
The book supports project-based learning alongside arts participation and civic engagement so students can learn not only knowledge but also wisdom and care for complex issues—a process involving body, mind, heart, and soul.
Other suggestions include allowing time for reflection during difficult tasks; adopting later start times for adolescents (which research links with improved wellbeing); mindfulness practices; metacognitive strategies; building trust between teachers and pupils; reducing risk aversion; fostering deeper relationships instead of focusing solely on rule enforcement or factual teaching.
Examples from several countries show some schools already practice elements of ‘rewilding’, emphasising togetherness and wellbeing over standardisation. As Cremin states: “Something fundamental needs to change… We are crying out for systemic transformation: a completely new vision of what education involves, however challenging that may be.”