Initially a solution for the pandemic’s distancing restrictions, the initiative is now advocating for outdoor learning as a long-term answer to the systemic inequalities within traditional academic settings.
What Is Outdoor Learning?
It originally began in the early 1900s in response to tuberculosis rates at the time, as children were particularly vulnerable to the illness. Despite this, Rhode Island doctors wanted children to continue receiving an education. They launched an open-air school in Providence in 1908, the first of its kind. This resulted in no new tuberculosis cases, and within two years, 65 open-air schools had opened up around the country and internationally. However, the advent of antibiotics meant the last open-air schools closed by 1957 in Providence.
COVID-19 and Outdoor Learning
When the COVID-19 pandemic emerged in early 2020, education systems were once again faced with a conundrum. The National COVID-19 Outdoor Learning Initiative re-introduced the concept of outdoor learning, which has evidence-based support. Outdoor learning has also been praised by mental health experts, school officials, and educators.
What to Consider About Outdoor Learning
Studies show that outdoor learning can help students develop a variety of traits. These include the ability to complete tasks, the capacity to self-direct learning, and the ability to build connections with fellow students. These findings were particularly pronounced for students from ethnic minorities and low-income households. A systematic review also found that nature-based learning could positively impact students’ well-being and improve their academic performance. Though these findings are promising, further studies are required to determine specific outcomes that occur as a result of outdoor learning.
What Are the Benefits of Outdoor Learning?
Below, mental health experts, school administrators, and teachers discuss the benefits of outdoor learning.
What Mental Health Experts Have to Say
According to mental health experts, the benefits of outdoor learning are robust. Rebecca Rolland, EdD, a faculty member at Harvard Medical School, notes its ability to provide children with concrete learning opportunities. Furthermore, Dr. Rolland says outdoor learning gives kids “the ability to collaborate and self-structure tasks, which builds their executive function and social skills.” This helps children build language and relate to one another more easily. There are also significant emotional benefits of outdoor learning. Taish Malone, LPC, PhD, a counselor Mindpath Health, states that serotonin levels rise when the body is exposed to fresh air.
School Administrators Weigh In
Educators and educational professionals also tout outdoor learning’s positive attributes. Cynthia Hoisington, MEd, a project director at Education Development Center and a former teacher, says that outdoor learning can be especially beneficial when teaching the sciences. Hoisington also says this can cement abstract concepts such as force and motion, by allowing students to view how objects slide differently on textured surfaces, ramps, and hills—features that don’t occur within the classroom. Carolyn Hines, a director at the Aspen Country Day School, says that outdoor learning has tremendous implications for students. Outdoor learning can also give children a chance to be “challenged in a nurturing environment,” Hines says. When students have a chance to work collaboratively with classmates and their teachers, they can build a strong sense of community and acquire traits like altruism. These skills can then be carried over into other parts of students’ lives, like at home with their families.
A Teacher’s Thoughts
Outdoor learning can facilitate a teacher’s workday, and can have noticeable impacts on a student’s behavior and ability to focus. Janet Ecochardt, a certified elementary and special education teacher at Spruce Creek Elementary School in Port Orange, Florida, says this model allowed for more flexible seating. “As long as they are working,” she says, “I let my students find the best spot for themselves—at a picnic table, under a tree, in the grass.” Improved Focus and Behavior Furthermore, Janet says that she noticed fewer distractions. Her special education students often require limited distractions. “Classrooms are typically rather noisy with a lot of visual stimulation (colorful posters, decorations, other people moving around, windows, doors, etc). A lot of that is eliminated outside. I found that my students were actually able to focus a lot better outdoors than in.” Finally, Janet’s students demonstrated improved behavior. Since she works in groups, they’re usually seated close together around a small table. This close proximity results in behavior challenges.
