{"id":59854,"date":"2021-10-15T16:45:27","date_gmt":"2021-10-15T20:45:27","guid":{"rendered":"https:\/\/world.edu\/?p=59854"},"modified":"2021-10-15T16:45:27","modified_gmt":"2021-10-15T20:45:27","slug":"6-actions-school-systems-can-take-to-support-childrens-outdoor-learning","status":"publish","type":"post","link":"https:\/\/world.edu\/6-actions-school-systems-can-take-to-support-childrens-outdoor-learning\/","title":{"rendered":"6 actions school systems can take to support children\u2019s outdoor learning"},"content":{"rendered":"

\"\"
\nWhen children step out of their traditional elementary school classroom to learn outdoors, they experience a\u00a0wide range of benefits<\/a>. Outdoor learning is fun,\u00a0active and<\/a>\u00a0fosters creativity and problem solving.<\/p>\n

Outdoor spaces<\/a>\u00a0are stimulating and offer a variety of ways for children to explore different topics and pursue their own interests. Outdoor learning also teaches children to get to know and\u00a0take care of their natural environment<\/a>.<\/p>\n

During the COVID-19 pandemic,\u00a0federal<\/a>\u00a0and\u00a0local governments<\/a>\u00a0have recommended outdoor learning to support physical distancing and reduce viral transmission at school.<\/p>\n

However, despite clear benefits for children and society, teachers still face many barriers when putting outdoor learning into practice.<\/p>\n

Teachers face barriers<\/strong><\/h4>\n

In our\u00a0recent study in Canada<\/a>\u00a0elementary teachers emphasized they were highly motivated to take their students outdoors for learning on a regular basis. However, many felt alone in their approach to teaching and noted substantial barriers in the education system when planning outdoor learning for their students.<\/p>\n

Teachers highlighted several barriers: a lack of support from the school principal; a highly structured school schedule that required students to be onsite at all times; lack of outdoor clothes for all-weather learning; parental consent procedures; a required adult-to-student ratio to leave school grounds; a lack of preparedness for teaching outdoors; and families who question the value of outdoor learning.<\/p>\n

Overall, teachers said that school policy and mainstream parental views tend to regard outdoor learning as play time, and see it apart from \u201creal school.\u201d<\/p>\n

To make outdoor learning more sustainable and to integrate it into school practices, barriers need to be removed and support needs to be in place at all levels of the education system and society. Supports need to be in place at all levels \u2014 including support from the school, the school district (board), larger governing structures, as well as from families and communities \u2014 to make outdoor learning more sustainable, and to integrate it into school practices.<\/p>\n

Some schools and school districts have taken concrete actions that successfully support educators in teaching outdoors. These actions are important as they pave the way for regular and sustainable outdoor learning in elementary schools. Here is what schools and school districts can to do to support outdoor learning:
\n

\"\"

Systemic model of outdoor play and learning in school shows how many factors shape how a teacher can be empowered to lead outdoor learning: Protocols and training in education systems, attitudes in culture and society, and environmental factors like access to outdoor space. (The Human Early Learning Partnership\/The University of British Columbia), Author provided<\/p><\/div><\/p>\n

1. Prepare teachers<\/strong><\/h4>\n

Many teachers have a keen interest in outdoor learning but feel unprepared for teaching outdoors. Preparing teachers for outdoor learning includes regular professional development opportunities in schools and school districts and access to a\u00a0community of educators involved in outdoor learning<\/a>.<\/p>\n

Through professional development, teachers learn how to plan lessons for outdoor learning<\/a>. In a community of practitioners, teachers share experiences about outdoor learning, celebrate successes and support each other when they face problems. Experienced teachers act as mentors by sharing successful strategies and providing guidance for other teachers who are newer to leading lessons outdoors.<\/p>\n

Ultimately, preparation for\u00a0outdoor learning needs to be integrated into teacher education programs<\/a>\u00a0to prepare teachers early in their careers when they are beginning to develop and refine their teaching routines.<\/p>\n

2. Simplify guardian consent<\/h4>\n

The requirement to obtain separate guardian consent for each outdoor learning trip makes spontaneous trips outdoors unfeasible.\u00a0Several school districts now accept year-long consent forms<\/a>\u00a0in which guardians can consent for their children to participate in neighbourhood walks at any given time during the school year.<\/p>\n

Standing consent for outdoor activities<\/a>\u00a0in the neighbourhood is key so that teachers can plan outdoor learning freely during the school year.<\/p>\n

3. Open gear-lending libraries in schools<\/strong><\/h4>\n

Many children arrive at school in clothes that aren\u2019t appropriate for outdoor learning. Schools can establish\u00a0gear lending libraries where they collect donated outdoor gear (like rubber boots, rain coats)<\/a>\u00a0and buy necessary gear with funds allocated to support outdoor learning. Providing all children with weather-appropriate gear provides financial relief for individual families and supports equity in access to outdoor learning.<\/p>\n

4. Include support teachers<\/strong><\/h4>\n

School policies mandate that specific adult-to-child ratios are met when teachers leave school grounds with their students. Ratios vary depending on children\u2019s ages and needs. Where families face few\u00a0socio-economic barriers in being connected with the school and attending school activities<\/a>\u00a0\u2014 for example, where parents or guardians speak English and have flexible schedules \u2014 teachers can often rely on adult family members to volunteer as supervising adults for outdoor learning. However, expecting children\u2019s families to participate means inequitable access to outdoor learning.<\/p>\n

This challenge can be addressed by having a designated role for resource and support staff in schools to support outdoor learning.<\/p>\n

5. Allocate funding<\/strong><\/h4>\n

School districts need to allocate funding for outdoor learning. This includes providing resources for: a district specialist for outdoor learning who can mentor and prepare other teachers or help with grant applications;\u00a0\u201cloose parts\u201d materials that can be combined or used alone in open-ended and creative play<\/a>\u00a0like large blocks, pots, stackable cups, planks of wood; other materials or gear, such as for gardening or a gear-lending library; transit, if high-quality outdoor spaces aren\u2019t accessible by foot.<\/p>\n

Reliable funding is essential for creating sustainable outdoor learning practices in schools.<\/p>\n

6. Advocate for outdoor learning<\/strong><\/h4>\n

Many adults have no experience with outdoor learning. A common view of learning is that it takes place\u00a0in an indoor and classroom-based setting<\/a>. It\u2019s important that educators, families and children who witness the successes of outdoor learning share their experiences and advocate for more.<\/p>\n

Educating the public about outdoor learning changes public perception of what learning looks like in schools, and creates buy-in among families, educators and other stakeholders.<\/p>\n

The\u00a0growing interest in outdoor learning<\/a>\u00a0over the past years is promising. Some schools have questioned the traditional indoor classroom as a best format for teaching and learning and developed a school culture that prioritizes outdoor learning as a method of teaching.<\/p>\n

From a societal perspective, systematic integration of outdoor learning into school practices is an effective way to\u00a0reduce inequities in children\u2019s access to the outdoors<\/a>.\u00a0While barriers to outdoor learning still exist in the larger education system<\/a>, school districts have the opportunity to\u00a0pave the way for outdoor learning<\/a>\u00a0and scale it up.<\/p>\n

Author Bios:<\/em> Eva Oberle is Assistant Professor, Faculty of Education, Mariana Brussoni is Associate Professor of Pediatrics and Population and Public Health and Megan Zeni is a PhD student and sessional lecturer, Faculty of Education all at the University of British Columbia<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

When children step out of their traditional elementary school classroom to learn outdoors, they experience a\u00a0wide range of benefits. Outdoor learning is fun,\u00a0active and\u00a0fosters creativity and problem solving. Outdoor spaces\u00a0are stimulating and offer a variety of ways for children to explore different topics and pursue their own interests. Outdoor learning also teaches children to get […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[422037],"coauthors":[11733],"class_list":["post-59854","post","type-post","status-publish","format-standard","hentry","category-education","tag-outdoor-learning"],"acf":[],"yoast_head":"\n6 actions school systems can take to support children\u2019s outdoor learning - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/6-actions-school-systems-can-take-to-support-childrens-outdoor-learning\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"6 actions school systems can take to support children\u2019s outdoor learning - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"When children step out of their traditional elementary school classroom to learn outdoors, they experience a\u00a0wide range of benefits. Outdoor learning is fun,\u00a0active and\u00a0fosters creativity and problem solving. Outdoor spaces\u00a0are stimulating and offer a variety of ways for children to explore different topics and pursue their own interests. 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