Why Not Outdoor Education?

Posted on by Mark Williams

The adult in me would like to tell you that recess is no longer my favorite subject.  That wouldn’t be true.  If you ask any kid in my class they will give you the same answer: their chance to go outside is their favorite part of every school day. Recognizing this in my students and myself played a big part in my commitment to providing consistent outdoor education opportunities for my students and eventually, my entire school.  I realized that this love of the outdoors was a platform that I, as an educator, should leverage in my students and not resist.  As a result, I decided to focus on getting the students outside of the school building and into an outdoor classroom as often as possible. I began by using my five-acre property as a starting point for students to explore, learn and awaken their senses through nature.  

My project is a handbook that teachers can use as a resource to help in their outdoor endeavors.  The original focus was a site specific handbook for the staff at my school to use that focused on our largely Indigenous population. However, I realized that this project would benefit all teachers who are interested in pursuing outdoor education in any school.  Many educators see value in outdoor education and yet often lack the confidence to bring their class outdoors and instruct them. I was able to research the benefits of doing this and now through this handbook, I intend to equip teachers with tools to lead their classes in outdoor learning with confidence. In so doing I hope to encourage my colleagues that time spent in nature is time very well spent for children.  

Research shows that many children are living a sedentary lifestyle that is accompanied with poor eating and sleeping patterns.  Numerous screen options, gaming consoles and social media platforms are stimulating young minds instead of the smells and sounds of nature that soothe and energize. Providing outdoor education to students of all ages can bring balance into their educational experience, removing them from traditional sedentary learning spaces and placing them into an active space.  There are numerous benefits to outdoor education including growth and development, improved self-esteem, as well as mental and physical well-being.  With this in mind the question simply becomes, “Why not Outdoor Education?”  Start simple, explore nature with your class and help create a healthy lifestyle for the students we teach. 

19 thoughts on “Why Not Outdoor Education?”

  1. I love that you’ve developed a handbook for teachers to do more Outdoor Education! It’s so valuable and important. I’m curious, have you come across or tied in any of the First Peoples Principles of Teaching or Indigenous Knowledge in your handbook?

    1. Thanks for your question Janice. Yes, I feel outdoor education is very important for our students and maybe more so now than ever. I first addressed this topic of First Peoples Principles of Teaching and Indigenous Knowledge in my chapter two research and later in my handbook. As my research and handbook took shape I was amazed at how the outdoor education platform is very easily and naturally suited for incorporating these principles. There is a section in the handbook about this. In my outdoor education events whenever possible I have an elder come and open our day in nature at our campfire circle. I think the key is for each teacher to be aware of the First Peoples Principles of Learning and to make sure they use them as they teach their students. Outdoor education provides an excellent opportunity to put this topic into practice.

  2. This is a great topic! I am curious if you are aiming your handbook at a specific age group? Are you currently working in an elementary school? I teach grade 8 and often try to get outside but I find I am always battling students that are not prepared for the outdoors (shoes, clothes, etc.). Then they all end up cowering under cover to avoid the weather!

  3. I am very interested in an actual chat over the phone. Where can I find your handbook? My largest burning questions for you would be- what about those kids who hate going outside?

    1. Great to see your interest, Eileen. I am in the finishing stages of my project and trying to complete a few edits. Feel free to stay connected over email about the finished product. In my experience I have had a few students that did not relish the idea of outdoor education and over time usually changed their mind. However, I remind myself that a teacher rarely pleases every student all the time. I would bet that most students would like being outside in nature more than sitting in the middle of a math or LA class. Regardless, I try hard to make it interesting for all with a variety of topics and dig deeper into the interests of the rare student who does not like outdoor education. If I can find something they like to do and highlight it in an activity outside that is often a starting point to gain trust and engagement. I have experienced a few students that seem completely lost at first in nature as it is a completely foreign experience for them. I have worked hard to make it fun and have built in a water balloon launcher on my treehouse where each student has the opportunity on every outing to win a Dairy Queen blizzard by hitting the target.

  4. Great questions Teri. Originally this handbook was geared for the students at my school from grades 1- 7. There is a stronger focus on lessons in the intermediate level but many would work well for middle school or even high school students. Orienteering for example can be used in a variety of grades and the level of difficulty can vary. Yes, wet or rainy weather provide some challenging moments for a teacher with a class outside in nature miles away from school. At our school we have gone through the lost and found and created a closet full of rain gear for students to use that don’t have what they need for the day. I try to keep the students very active and moving during colder days. However, some appropriate attire is absolutely required. For example (and this is laid out clearly in the Step by Step Field Guide section of the handbook) close toed shoes are required. Any students wearing open toed shoes will not be allowed to attend the outing. Students not wearing the suggested layers of clothing may learn the hard way and after their first cooler day in the rain they tend to heed the advice of what to wear and bring it the next day.

  5. Hi Mark. Thank you so much for doing something around outdoor education! It is becoming such a big thing in schools right now because of COVID-19. Your handbook sounds very interesting and I think it will be a great contribution to the education system. I love that you have incorporated First Peoples Principles of Learning and the Indigenous Ways of Knowing. I think that having activities such as planting Indigenous plants or storytelling lessons would be so beneficial to all students. As a person with a disability myself, I wonder if you have any designated students in your group and if so, has it been difficult to be inclusive of them when teaching outside? Do you have any strategies to suggest in regards to teaching students with disabilities in an outdoor setting? Great job!

    1. Yes, Melissa outdoor education has increased in recognition due to COVID-19. However, I am finding it difficult to spend time outside with my class right now as some outings have been suspended so that students in my cohort don’t mix with other students in the community. An example of this that is impacting me and my class directly right now is that we can no longer access a local park that is about a ten minute walk from our school; a place we used to access regularly. These restrictions have been an obstacle for sure. In the past I have greatly appreciated and valued various Indigenous elders joining us for a morning and sharing about the different plants and herbs in the forest and what they can be used for. Their knowledge is invaluable. Planting with the students is on my list for this year. Good stuff. In regard to working with designated students in the outdoor education realm I have had some experience and truthfully, my students who are designated and struggle to manage well in the classroom for any reason have been some of my inspiration for taking learning outside. Many of my designated students truly enjoy nature and look forward to these outdoor days immensely. Currently I have a class with 10 designated students managing a variety of complexities. In some cases this poses a significant challenge. We we have been joined by a student multiply times needing a harness to ride the bus as well as so many others with a wide range of abilities. We do our best to include everyone but it definitely takes some extra planning, ideas, support staff, and parent volunteers to make it all come together. With complex students it is ideal if their guardians are able to come along for the day as this is a great time for them to bond with each other, classmates and the educators on the outing. The biggest challenge that I have faced focuses around mobility and creating the same access to all locations. I try to encourage students to work together as a team in difficult circumstances and usually they rally to help each other and come up with solutions. It may involve helping with movement or creating an adaptation to the activity where they are located.

        1. I still have lots to learn and that in itself is part of the fun. The link you sent me looks interesting and I will look at that more closely at a later date. Thank you.

  6. Hi Mark,

    I think your project is a super important field to explore. I would love to see the final product of the resource you have created.
    I feel like many teachers are hesitant to take their students outside, as they’re unsure of what to ‘do’. Providing teachers with simple tools and ideas of ways to get their class outside can make a huge difference. I think as educators we have a tendency to over-plan and overthink lessons, so I appreciate that you emphasized the importance of starting small. Thanks for sharing!

    1. Thanks for your support and I as much as anyone am looking forward to completing my project. I am getting close but still finishing up a few loose ends. Like you said it is important to start small and also keep in mind that the majority of students just like spending time outside. I am always amazed at how fast a day goes when we are outside as a class learning, exploring and having fun together. Now that I have spent time creating my handbook I feel I am much better prepared and have many fresh ideas.

  7. Hi Mark, I am excited to hear that you broadened your target audience so that more teachers can benefit from your hard work. What format will it be available in and how will teachers learn about this incredible resource you have made?

    1. Wendy, yes things definitely evolve over time working in a masters program. To start this will be in print and include laminated lessons so that they can be taken out into the field and be marked up with dry erase marker and re-used. That way there is no worry about wet weather or a spilled coffee ruining them. I may choose to make this available digitally for other educators to print off and laminate for themselves whatever portions they wish. I am also wondering at a later date about creating a digital platform that is solely for outdoor education where educators could find and share lesson plans and activities. It may continue to evolve.

  8. Hi Mark,

    What a great topic and at such an important time. As Covid has motivated many teachers to incoperate outdoor education into their daily schedule. I am curious, do you take a structured approached to outdoor education or support more of a free play approach? How (if at all) should teaching methods change when working outdoors?

    1. Thanks for the questions and thoughts Emma. In my experience I have learned that children need and want time to play and explore. This is especially so when they first arrive and even more so with younger children. Off and on throughout the day I have some play time and then some structured play activities that involve exploring their surroundings with curiosity. Looking over my outdoor education experiences I would say that I have increased group and inquiry based activities while increasing the level of student centered learning. There are also so many opportunities for experiential and place based learning when getting outside of the classroom into nature or even the community.

  9. Hi Mark,

    I have seen the benefits of outdoor education with my own child, who has attended an outdoor education program for four years initially in preschool and now as a complement to early elementary. One of the major hurdles many families face for access to the program is equipping their child with appropriate outdoor clothing and gear, so the program does a lot of work securing sponsorships and group discounts/co-op buys, as well as community donations to support scholarship costs for tuition payments.

    In the k-12 system, it seems as though outdoor education is a great opportunity to implement cross-curricular learning. I’d be interested to read your handbook when it is finished!

    1. You are right Kelsey, getting the proper clothing can be a challenge. We have worked hard to use any of the items in the lost and found that would work for outdoor education. It is surprising how many items are left in the lost and found that are of good quality that we can use for outdoor education.

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