On Friday, as she did the Friday before and will do the Friday after, 16-year-old school pupil Greta Thunberg stood outside the Swedish parliament to demand action on climate change.

Following her lead, on 15th March, the biggest ever demonstration on the issue took place, led by school children from around the world.

These young people are engaged in an inspiring civic act and adults should not merely support them, we should be doing all we can to address sustainability.

The Scottish Government has made Learning for Sustainability an entitlement of all learners, and uniquely in Scotland, this requires time spent in the natural world.

Read more: Nurseries urged to let children play outdoors

Learning outdoors should be fundamental to the way we teach our children, so they can understand and care for the planet.

Whilst this is clearly important for early-years, there is strong evidence such experiences are important for all ages.

And although it is fully supported by national education policy, few children benefit from such opportunities.

Scotland has an internationally respected reputation for outdoor learning, and this needs to be consolidated with integrated, progressive experiences throughout schooling.

It is clear this will bring a wide range of health, developmental and educational benefits for our young people as they progress into adulthood.

Read more: Parents told to let their children play outdoors

Today, the government will launch guidance to help nurseries take their work outdoors, and the number of organisations committed to making learning outdoors a central part of growing-up in Scotland is increasing. 

Action on climate change and biodiversity loss needs to happen right now, but at the same time, we need to engage our children with the wonders of the natural world, to show them we respect and care for it, and how they might care for it themselves.

That can be as easy as letting them play, and learn, outdoors. Surely we can all commit to that.

Peter Higgins is Professor of Outdoor Education at Edinburgh University