outdoor learning problem solving

Taking Math Outdoors: A Natural Learning Environment

by Michèle Mazzocco , Rachel Olson & Sheila Williams Ridge

Early math experiences that occur through outdoor play can help develop children’s math skills and positive math attitudes.

• There are many benefits to supporting early math learning outdoors.
• Caregivers and teachers can help develop young children’s math skills without taking over their outside playtime.
• See examples of how to incorporate nature into math teaching   in this short video .

Nature and outdoor spaces offer many opportunities for teachers, parents, and caregivers to engage young children in high-quality math learning. When exploring the outdoors, children naturally play with math in a joyful way that is meaningful to them. Early math experiences that occur through play can help develop children’s math skills and positive math attitudes.

In this blog, we highlight some ways that caregivers can support children’s mathematical thinking during outdoor play. The goal is for caregivers to recognize math opportunities in nature and to support and plan for learning around them.

Supporting Nature-Based Math Education

Caregivers can build on children’s interests and ideas to promote math learning without taking over their outside playtime. Some ways to do this are to support children’s problem-solving, prompt children to reflect on problems, introduce new and relevant words and concepts, and create an environment where children are likely to discover a problem that needs solving in the first place!

For children who enjoy collecting things:  Suggest that children pay attention to a certain feature, such as weight, length, or color. “Wow, notice how those leaves are all different sizes?” Then see how children’s thinking inspires them to generate ideas or more questions, such as how they can line up, build, or compare the leaves.

For children who enjoy exploring:  Offer a question a child can test. “I wonder why that stick rolls down the hill but the other one does not?” or “I wonder how you can make sure your twig house is big enough for your toy truck to fit inside it.” These suggestions prompt children to consider concepts that support early math development, such as the shape, speed, and density of the rolling stick, or the length and width of the twig house.

For children with high energy:  Find ways for children to engage in active learning outdoors. “How far you can throw that ball? How fast can we run from this side to that side? Which tree is the farthest from here? Count your steps to find out!”

Benefits of Outdoor Math Play

Lots of  space for fun, energetic play.  Early math is playful, in part because it involves creative problem solving that children naturally engage in during free play—especially if their environment is set up for it! [1] Whether your outdoor environment is a natural outdoor space, a constructed playground, or a combination of both, outdoor spaces offer more room to move around compared to typical indoor spaces for preschoolers. Outdoor settings also provide a variety of real life, hands-on materials like leaves, plants, twigs, rocks, holes, hills, puddles, swings, sidewalks, or slides. Caregivers can encourage children to count, examine, and manipulate objects as part of early math discussions on topics like measurement and data collection.

Opportunities for children to develop their own goals and questions.  Children naturally gravitate toward outdoor activities that interest them. They are also more motivated to learn and problem-solve when engaged in activities that are interesting to them. For example, one child may enjoy collecting objects in nature, and another child may use the objects to achieve a goal they have in mind, such as using twigs to build a house in the sand box or arranging larger sticks to create a fort.

Teachers and caregivers can help spark children’s ideas by making available tools that invite exploration, such as:

• Shovels left by the dirt so that children can dig holes of different depths and for different purposes.
• Weigh scales left near collections of pinecones and acorns so children can compare weight, size, and surface characteristics between them.
• Collections of items left out so children can sort, toss, roll, or count their newfound treasures.  

Recognition that math is meaningful and everywhere.  Incorporating natural objects (e.g., leaves, twigs, stones) and naturally occurring landforms (e.g., hills, trees) into children’s learning demonstrates that math is embedded in nature. Further, answering questions that children think of while playing outdoors helps them see math as a tool to solve real-world problems. [2] By using math to solve problems that arise through play, children begin to understand the importance of math in everyday life.

Supports children’s overall development.  Children who regularly play outside have opportunities to engage in physical activity, and outdoor play can improve attention skills and elevate mood. [3] Research suggests that physical benefits are especially prominent when playing in natural outdoor environments, such as a forest, compared to surface playgrounds. [4]

See Outdoor Math Learning in Action

Children often initiate outdoor play themselves, but teachers play an important role in guiding children’s learning through their intentional support. In  this video , Sheila Williams Ridge, director of the Shirley G. Moore Lab School at the Institute of Child Development at the University of Minnesota, offers guidance for teaching math and problem-solving in playful outdoor settings.

[1] Diamond, A. (2010). The Evidence Base for Improving School Outcomes by Addressing the Whole Child and by Addressing Skills and Attitudes, Not Just Content. Early Education & Development, 21 (5), 780-793. doi:10.1080/10409289.2010.514522

[2] Mathematics Standards. (n.d.). Retrieved from http://www.corestandards.org/Math/

[3] Burdette, H. L., & Whitaker, R. C. (2005). Resurrecting Free Play in Young Children. Archives of Pediatrics & Adolescent Medicine, 159 (1), 46. doi:10.1001/archpedi.159.1.46

[4] Fjortoft, I. (2003). Symposium 19: The interactive nature of motor learning: Landscape as playscape: Motor learning in natural environments. PsycEXTRA Dataset . doi:10.1037/e547922012-109

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Outdoor learning has huge benefits for children and teachers — so why isn’t it used in more schools?

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Research shows that healthier and happier children do better in school , and that education is an important determinant of future health . But education is not just about lessons within the four walls of a classroom. The outdoor environment encourages skills such as problem solving and negotiating risk which are important for child development.

But opportunities for children to access the natural environment are diminishing. Children are spending less time outside due to concerns over safety, traffic, crime , and parental worries. Modern environments have reduced amounts of open green spaces too, while technology has increased children’s sedentary time. It is for these reasons and more that many think schools have arguably the greatest potential – and responsibility – to give children access to natural environments.

This is not just about improving break times and PE lessons, however. Across the UK, teachers are getting children outdoors by delivering curriculum-based lessons in school grounds or local areas. A variety of subjects, such as maths, art and science, are all being taken outside.

Although there are no official statistics on how much outdoor learning is used, researchers have seen that its use is increasing . And while it is not part of the country’s curricula for year three onwards in primary schools (age seven up), these outdoor initiatives are supported for all ages by the UK government, which has invested in the Natural Connections project run by Plymouth University, for example, and Nature Friendly Schools run by The WildLife Trusts.

However, despite the support, outdoor learning is still underused in primary schools – particularly in the latter years, when children are aged between seven and 11. So if there are such big benefits to outdoor learning, why isn’t it happening more often? For our recently published study , we spoke to teachers and pupils to find out.

School adventures

Through interviews and focus groups, we asked teachers and pupils their opinions on outdoor learning. The participants we spoke to all take part in the HAPPEN project , our primary school health and education network . These educators and students (aged between nine and 11) engage in outdoor learning – which we classed as teaching the curriculum in the natural environment – for at least an hour a week. Overall, the participants spoke of a wide range of benefits to pupils’ well-being and learning. However, a number of challenges also existed.

The pupils felt a sense of freedom when outside the restricting walls of the classroom. They felt more able to express themselves, and enjoyed being able to move about more too. They also said they felt more engaged and were more positive about the learning experience. In addition, we also heard many say that their well-being and memory were better. One student commented:

When we go out to the woods we don’t really know we’re doing it but we’re actually doing maths and we’re doing English, so it’s just making it educational and fun at the same time.

Teachers meanwhile discussed the different approach to lessons, and how it helped engage all types of learners. They also felt that children have a right to be outdoors – especially at a time when their opportunities to access the natural environment is limited – and schools were in a position to fulfil this.

Importantly, the teachers spoke of increased job satisfaction, and that they felt that it was “just what I came into teaching for”. This is particularly important as teacher well-being is an essential factor in creating stable environments for pupils to learn , and current teacher retention rates are worrying .

Rules and boundaries

At first the teachers had concerns over safety, but once pupils had got used to outdoor learning as part of their lessons, they respected the clear rules and boundaries. However, the teachers also told us that one of the main reasons why they didn’t use outdoor learning more often was because it made it difficult to measure and assess learning outcomes. The narrow measurements that schools are currently judged on conflict with the wider benefits that outdoor learning brings to children’s education and skill development. It is hard to demonstrate the learning from outdoors teaching using current assessment methods. As one teacher said, “there is such a pressure now to have evidence for every session, or something in a box, it is difficult to evidence the learning [outdoors]”.

Funding was also raised an issue as outdoor clothes, teacher training and equipment all need additional resources.

Our findings add to the evidence that just an hour or two of outdoor learning every week engages children, improves their well-being and increases teachers’ job satisfaction. If we want our children to have opportunities where “you don’t even feel like you’re actually learning, you just feel like you are on an adventure” and teachers to “be those people we are, not robots that it felt like we should be”, we need to change the way we think about school lessons. Teaching doesn’t need to follow a rigid classroom format – a simple change like going outside can have tremendous benefits.

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Rocking and Rolling. Fresh Air, Fun, and Exploration: Why Outdoor Play Is Essential for Healthy Development

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Coteachers Marissa and Kate are out for a walk around the block with a small group of 18- to 30-month-olds. The sky is a brilliant blue and there are bright green grass shoots and spring leaves to touch and smell. Two-and-a-half-year-old Aisha approaches Marissa, eyes shining, clutching a treasured object in her hand. She uncurls her fingers to reveal an acorn. “Look!” she says. “What dis?”

“Wow! That’s an acorn. It fell from the tree last fall,” Marissa answers. “If you plant it in the ground, it will grow into a big tree.”

Aisha discovers two more acorns and shares them with Brady, who is 2 years old. Kate offers Aisha and Brady small bags they can use to collect more acorns and other interesting objects they find during the walk. The group’s progress around the block is slow as the children find twigs, old brown leaves, new green leaves, and more acorns to bring back to the center.

It can be challenging to take young children outside—from naps to mealtimes and sunscreen to mittens, a trip outdoors might feel like too much hassle. Additionally, play outside may seem unruly, overwhelming, or lacking in learning opportunities. But outdoor play is worth the time and effort.

What are the benefits of outdoor play?

1. it invites children to learn science.

As seen in the opening vignette, you don’t have to plan for science lessons when you take young children outside. Children are natural explorers and discoverers, and you can bring whatever interests them back to your early childhood setting for further exploration. By turning their questions into group inquiry projects, you’ll soon have several starting points for emergent curriculum. An acorn won’t grow quickly enough to satisfy a curious child—it takes two months for the first shoots to appear! But there are faster-growing seeds (peas, green beans, corn) perfect for classroom experiments. Picture books like  The Carrot Seed , by Ruth Krauss, and  Growing Vegetable Soup , by Lois Ehlert, add early literacy to the mix while building children’s vocabulary and knowledge.

2. It creates opportunities for social interaction and collaboration

One-on-one interactions, like the conversation between Aisha and Marissa in the vignette, help build a foundation for future teacher relationships that will occur when children enter school. Marissa’s interest and delight in Aisha’s discovery reinforce Aisha’s knowledge that she’s important and her ideas matter. Outdoor play also provides a chance to practice social and emotional skills with other children, including problem solving, turn taking, encouragement, self-control, safe risk taking, and following the rules of a game. And outdoor play provides opportunities to develop empathy; for example, imagine one child encouraging another to try the slide or a child comforting another who has fallen down while running.

3. It promotes physical health

The obesity rate for US children ages 2 to 5 is 14 percent, and it rises to over 40 percent for middle-aged adults, leading to an increased risk of health problems like diabetes and heart disease (Hales et al. 2017). That’s one reason why the American Academy of Pediatrics recommends a “prescription for play” at every well-child visit through age 2 (Yogman et al. 2018, 10) and Nemours Health and Prevention Services recommends daily, supervised outdoor time for children from birth to age 5 (Hughes 2009). Specifically, Nemours calls for toddlers to have at least 30 minutes of structured (adult-led) physical activity and at least 60 minutes of unstructured (child-led) physical activity each day. Outdoor play is a great way to model the joy of physical activity. When children run, jump, climb, throw and kick balls, and ride toys that require balance, they also build gross motor skills and start developing a habit of being active.

4. It invites new contexts for learning

You can use outdoor spaces to create intentional learning activities that are difficult to execute inside. There’s great value in looking at books about nature in the shade of a tree, pouring (and splashing!) water at an outdoor water table, building extra large structures in the sandbox or mud, collecting leaves, watching a parade of ants, and playing pretend on a playground structure. To make the most of your outdoor time, think about creative, joyful, engaging activities that capitalize on children’s need to move and enthusiasm for doing so, while also achieving other curricular goals. For example, you might create a sorting game in which children have to find all the yellow balls and all the red balls hidden on the playground, then sort them into two groups.

5. It promotes better sleep

A study of 2- to 5-year-olds showed that children who play outdoors sleep better at night (Deziel 2017). This may be due to the physical activity, stress reduction, and exposure to natural light that come with playing outdoors (Coyle 2011). You may want to share this information with families—a tired, happy child is one who sleeps well!

6. It gives children a chance to take appropriate risks

Toddlers are all about challenging themselves to do new and difficult things—pet a dog, climb some stairs, venture a little farther away from a caregiver and then return. Playing outside provides opportunities to run faster, climb higher, jump farther, and more—all under the watchful eye of a caring adult.

7. It may lead to better learning outcomes once children return to other activities

Research shows that older children are more attentive and productive in the classroom when recess—indoors or outdoors—is part of the school day (Council on School Health 2013). If older children need a brain break, it follows that younger ones do too.

8. It supports STEM skills

Remember making mud pies and forts when you were a child? The outdoors is the perfect place for big (and messy) projects that support STEM (science, technology, engineering, and mathematics) skills, such as building, sand and water play, and investigations of the natural world. Almost any indoor activity can be brought outside for further exploration.

9. It anchors children to the real world

Talking with a child about an illustration of a bird in a picture book is good, but sharing the book and the experience in the real world is even better: “I wonder what that robin is looking for in the grass? Oh, look! It got a worm!” Children develop more comprehensive knowledge about their world when they have a chance to watch, observe, predict, and learn in the moment.

Playing outdoors has benefits for both young children and educators. It’s a refreshing pause in the day’s schedule—time set aside to look and listen, explore and observe, move and let loose. Time spent outside can lead to better physical and mental health, improved sleep, and cognitive, social, and emotional gains for young children. Ensuring that outdoor play is an integral part of your child care and education setting’s daily schedule supports early learning across all domains and unleashes a whole lot of joy—for you and for children!

Think about it

• Reflect on your feelings about being outside. What do you enjoy or dislike about being outdoors?
• What are your goals for outdoor play? (These can differ from day to day, depending on children’s needs, the season, and the spaces and materials you have access to for structured versus unstructured activities.)
• What routines can you create that will assist you in getting children outdoors? (Some programs have outdoor time at the beginning and end of every day so they don’t have to deal with coats and hats in the middle of the day.)
• What classroom/programmatic roadblocks exist that may make it harder to get children outdoors? How might you tackle them?
• How can you share children’s outdoor activities and accomplishments with their families?
• Mix it up: provide a balance of structured play (in which you choose the goals and initiate activities that will meet them) and unstructured play.
• When the weather outside is frightful . . . dress appropriately and make it part of the adventure! For example, observe the sound and smell of rain, the splashes boots make in puddles, and the way rainwater collects on leaves. (If possible, have some extra outdoor gear on hand for children who are not adequately dressed for the conditions.)
• The world is your canvas! Try drawing on the sidewalk with chalk, or use rollers or big brushes to paint with water.
• Start a collection: have children collect specific objects—leaves, pinecones, rocks, or whatever interests them. Use these items for sorting activities when you return to the classroom. Items can be organized by shape, color, or texture.
• Document discoveries: snap photos or take video of children’s discoveries and experiments in the outdoor “classroom.” Post photos or videos in a place where children and their families can see them. Create a classroom book that shows what children are doing and learning outside.

Council on School Health. 2013. “The Crucial Role of Recess in School.” Policy statement.  Pediatrics  131 (1).  http://pediatrics.aappublications.org/content/131/1/183 .

Coyle, K.J. 2011.  Green Time for Sleep Time: Three Ways Nature and Outdoor Time Improve Your Child’s Sleep: A Guide for Parents and Caregivers . Reston, VA: National Wildlife Federation. www.nwf.org/~/media/PDFs/Be%20Out%20There/BeOutThere_GreenTimeforSleepTi... .

Deziel, S. 2017. “5 Reasons Why Every Kid Should Play Outside.”  Today’s Parent . www.todaysparent.com/kids/kids-health/unexpected-benefits-of-outdoor-play/ .

Hales, C.M., M.D. Carroll, C.D. Fryar, & C.L. Ogden. 2017. “Prevalence of Obesity Among Adults and Youth: United States, 2015–2016.” NCHS Data Brief #288. Hyattsville, MD: National Center for Health Statistics (NCHS).  www.cdc.gov/nchs/data/databriefs/db288.pdf .

Hughes, D. 2009.  Best Practices for Physical Activity: A Guide to Help Children Grow Up Healthy for Organizations Serving Children and Youth . Newark, DE: Nemours Health and Prevention Services.  www.nemours.org/content/dam/nemours/www/filebox/service/preventive/nhps/paguidelines.pdf .

Yogman, M., A. Garner, J. Hutchinson, K. Hirsh-Pasek, & R.M. Golinkoff. 2018. “The Power of Play: A Pediatric Role in Enhancing Development.” Clinical Report.  Pediatrics  142 (3): 1–18. http://pediatrics.aappublications.org/content/pediatrics/142/3/e20182058... .

Rocking & Rolling is written by infant and toddler specialists and contributed by ZERO TO THREE, a nonprofit organization working to promote the health and development of infants and toddlers by translating research and knowledge into a range of practical tools and resources for use by the adults who influence the lives of young children. The column can be found online at  NAEYC.org/resources/pubs/yc/columns .

Kathy Kinsner  has been a reading specialist, an Emmy-winning producer on the PBS series Reading Rainbow , and the person in charge of curriculum development at nonprofit Roads to Success. She has a master’s in education from Bowling Green State University and a master’s in television, radio, and film from Syracuse University. Currently, she is the senior manager of parenting resources at ZERO TO THREE.

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Taking Math Learning Outdoors into Nature

Nature and outdoor spaces offer many opportunities for teachers, parents, and caregivers to engage young children in high-quality math learning. When exploring the outdoors, children naturally play with math in a joyful way that is meaningful to them. Early math experiences that occur through play can help develop children’s math skills and positive math attitudes.

Caregivers can build on children’s interests and ideas to promote math learning without taking over their outside playtime. Some ways to do this are to support children’s problem-solving, prompt children to reflect on problems, introduce new and relevant words and concepts, and create an environment where children are likely to discover a problem that needs solving in the first place!

See Outdoor Math Learning in Action

Supporting Nature-Based Math Education

Below, we highlight some ways that caregivers can support children’s mathematical thinking during outdoor play. The goal is for caregivers to recognize math opportunities in nature and to support and plan for learning around them.

For children who enjoy collecting things: Suggest that children pay attention to a certain feature, such as weight, length, or color. “Wow, notice how those leaves are all different sizes?” Then see how children’s thinking inspires them to generate ideas or more questions, such as how they can line up, build, or compare the leaves.

For children who enjoy exploring: Offer a question a child can test. “I wonder why that stick rolls down the hill but the other one does not?” or “I wonder how you can make sure your twig house is big enough for your toy truck to fit inside it.” These suggestions prompt children to consider concepts that support early math development, such as the shape, speed, and density of the rolling stick, or the length and width of the twig house.

For children with high energy: Find ways for children to engage in active learning outdoors. “How far you can throw that ball? How fast can we run from this side to that side? Which tree is the farthest from here? Count your steps to find out!”

Benefits of Outdoor Math Play

Lots of space for fun, energetic play. Early math is playful, in part because it involves creative problem solving that children naturally engage in during free play—especially if their environment is set up for it! Whether your outdoor environment is a natural outdoor space, a constructed playground, or a combination of both, outdoor spaces offer more room to move around compared to typical indoor spaces for preschoolers. Outdoor settings also provide a variety of real life, hands-on materials like leaves, plants, twigs, rocks, holes, hills, puddles, swings, sidewalks, or slides. Caregivers can encourage children to count, examine, and manipulate objects as part of early math discussions on topics like measurement and data collection.

Opportunities for children to develop their own goals and questions. Children naturally gravitate toward outdoor activities that interest them. They are also more motivated to learn and problem-solve when engaged in activities that are interesting to them. For example, one child may enjoy collecting objects in nature, and another child may use the objects to achieve a goal they have in mind, such as using twigs to build a house in the sand box or arranging larger sticks to create a fort.

Teachers and caregivers can help spark children’s ideas by making available tools that invite exploration, such as:

• Shovels left by the dirt so that children can dig holes of different depths and for different purposes.
• Weigh scales left near collections of pinecones and acorns so children can compare weight, size, and surface characteristics between them.
• Collections of items left out so children can sort, toss, roll, or count their newfound treasures.

Recognition that math is meaningful and everywhere. Incorporating natural objects (e.g., leaves, twigs, stones) and naturally occurring landforms (e.g., hills, trees) into children’s learning demonstrates that math is embedded in nature. Further, answering questions that children think of while playing outdoors helps them see math as a tool to solve real-world problems. By using math to solve problems that arise through play, children begin to understand the importance of math in everyday life.

Supports children’s overall development. Children who regularly play outside have opportunities to engage in physical activity, and outdoor play can improve attention skills and elevate mood. Research suggests that physical benefits are especially prominent when playing in natural outdoor environments, such as a forest, compared to surface playgrounds.

Resource Authors

Rachel Olson, Michèle Mazzocco , and Sheila Williams Ridge

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45 Outdoor STEM Activities For Kids

Welcome to our list of amazing outdoor STEM activities to keep your kids busy outside! Get kids outdoors to enjoy the natural world while developing problem-solving, creativity, observation, engineering skills, and more. We love easy and doable STEM projects for kids!

What Is Outdoor STEM?

These outdoor STEM activities can be used for home, school, or camp. Get kids outside and get kids interested in STEM! Take STEM outdoors, on the road, camping, or to the beach, wherever you go, but take it outside this year!

So you might ask, what does STEM stand for? STEM stands for science, technology, engineering, and math. Additionally, you might hear about STEAM , which includes an “A” for art!

We love STEM for kids because of its value and importance for the future. The world needs critical thinkers, doers, and problem solvers. STEM activities help kids better understand science, adapt to the latest technology, and engineer new solutions to solve problems of all sizes. Try our Real World STEM challenge !

Outdoor STEM is one of the best ways to get kids involved and keep them engaged. Below you will find nature STEM activities, outdoor science activities, and ideas for STEM camping activities. We even include some cool outdoor science experiments!

Helpful STEM Resources To Get You Started

Here are a few resources to help you introduce STEM more effectively to your kiddos or students and feel confident when presenting materials. You’ll find helpful free printables throughout.

• Engineering Design Process Explained
• What Is An Engineer
• Engineering Words
• Questions for Reflection (get them talking about it!)
• BEST STEM Books for Kids
• 14 Engineering Books for Kids
• Jr. Engineer Challenge Calendar (Free)
• Must Have STEM Supplies List

Click below to get your free printable STEM challenges!

You’ll find fantastic Nature STEM challenge cards that are meant to be done outdoors!

Outdoor STEM Activities

These outdoor STEM activities provide new ways to incorporate favorite electronics, get dirty, look at nature differently, and explore and experiment. Don’t spend too much time sitting indoors when the weather is beautiful outdoors!

Click on the links below to learn more about each activity.

Outdoor Science Experiments

• Love fizzing and exploding experiments? YES!! All you need are Mentos and coke .
• Or here is another way to do it with diet coke and mentos .
• Take this baking soda and vinegar volcano outdoors.
• Bursting Bags is a great outdoor science experiment.
• Simple outdoor science and a cool chemical reaction with an easy DIY Alka Seltzer rocket !
• Explore surface tension while you blow geometric bubbles !
• Try this color-changing slime outdoors and watch what happens!
• Set up a leakproof bag science experiment .
• Make a bottle rocket and blast off!
• Blow bubble snakes and learn about surface tension.

Nature STEM Activities

• Build an insect hotel .
• Make a cloud viewer and determine if the clouds you can see will bring rain.
• Set up a bird feeder , grab a book, and identify the birds around your house or classroom.
• Start a rock collection and learn about the rocks you find.
• Build your own mason bee house for a few simple supplies and help the pollinators in the garden.

Outdoor Engineering Projects

• Explore physics through play with this homemade Toy Zip Line .
• Design a homemade pulley system and learn about simple machines.
• Make a paper helicopter and see if it flies.
• Craft a paddle boat and watch it move!
• Test the wind with a DIY Anemometer.
• Make a wind vane .
• Set up a DIY rain gauge .

• Develop those design and planning skills when you build a stick fort .
• Build a solar oven and even try s’mores on it.
• Design and build a water wall .
• Explore forces as you fly a kite .
• Alternatively, track the time with a DIY sundial .

More Outdoor STEM Activities

Set up an outdoor STEM camp, explore nature-inspired STEAM, learn about the weather, or study plants.

• Want to set up a STEM camp? Check out these summer science camp ideas !
• Love science? Check out all our summer science experiments .
• Find all our nature activities and plant activities .
• Here’s our list of things to do outside for easy outdoor activities for kids.
• Get creative with these outdoor art activities .
• Design and craft a   DIY kaleidoscope for kids or try this spectroscope .
• Record the moon’s phases for the month, or track the weather !

Printable Engineering Projects Pack

Get started with STEM and engineering projects today with this fantastic resource that includes all the information you need to complete more than 50 activities that encourage STEM skills!

Do you have instructions for the Stem challenges please? Particularly catapults.

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How to teach numeracy outdoors

Ahead of numeracy day, discover 5 ideas for teaching numeracy outdoors from early years to secondary school..

Maths is a brilliant lesson to teach outdoors. With so many different subject areas to explore, nature provides an unbeatable canvas to engage and inspire pupils. From using leaves and pebbles to understand shapes to taking objects from the natural world to support equations, there are countless ways to make numeracy work outside of the classroom.

For many pupils, maths can be a tricky topic. It may feel harder to bring the fun to numeracy compared to a creative subject like literacy . However, stepping outside can lead to learning opportunities that are joyful, messy, engaging, and memorable; all through utilising outdoor tools that are less readily available indoors.

Why teach numeracy outdoors?

There’s no doubt that getting outside is good for us, and we know the key benefits of outdoor learning for improving child development; supporting mental health and wellbeing ; and promoting a more inclusive and engaging learning system. But why is it so valuable to teach numeracy specifically outdoors?

‘Taking maths outside isn’t just about making the subject fun. It also helps children master the very basics of the subject,’ says teacher and educational consultant, Juliet Robertson , author of Messy Maths: A Playful, Outdoor Approach for Early Years . Research shows that there are several core requirements that children need in order to get to grips with maths – all of which can be found outside! These important requirements are:

• Access to concrete materials – for example, rocks, sticks, and leaves for counting, comparing, and measuring
• A pictorial understanding – by learning outside, children can experience mathematical ideas in 3D and from every angle in real life
• An understanding of the language and symbols of numeracy – the real life context of the outdoor classroom can make tricky language a lot easier to get to grips with

So, how do you actually make the transition towards teaching your maths lessons outdoors? We’ve collected five of our favourite outdoor numeracy lesson ideas for you to explore with your pupils. Try them out for Numeracy Day, or use them to celebrate outdoor maths on Outdoor Classroom Day – there’s still time to sign up for May 18!

5 outdoor numeracy lesson ideas

Whether outdoor numeracy is a daily occurrence or something that you share every once in a while, it’s useful to have a selection of lesson plans at your fingertips. Here are five of our ‘go-to’ outdoor maths lesson activities that we love to share with our training partners and attendees. Remember – it’s OK to use our lesson ideas as inspiration rather than instruction! Feel free to ‘take it, break it, and make it your own’!

1. 2D to 3D shapes

This handy lesson idea couldn’t be easier to get started – all you need is sticks and space!

Show your pupils how to create 2D and 3D shapes using sticks from the surrounding area. This is a brilliant way to show children the difference between 2D and 3D, and how you can move shapes from one form to another. The more confident they get, the more complicated shapes you can play around with.

Download 2D to 3D shapes .

2. Building Bridges

Playground covered in puddles ? Perfect!

With Building Bridges, children get the chance to build a bridge that will (or perhaps will not!) hold their weight, enabling them to cross a puddle. No rainy days in the forecast? Ignite your pupils’ imagination by asking them to create a bridge across a tarpaulin ‘raging river’ or a ‘bubbling lava’ blanket instead!

For this hands-on play-based learning activity, you’ll need a range of small and large materials, such as recycling, scrap construction, materials, natural items, and other loose parts . If you want to test the waters before building bodyweight bridges, you could go small-scale and create a microbridge to hold a 500g bag of sugar or similar.

Download Building Bridges .

3. Body Part Angles

If you’re teaching your pupils about angles, why not encourage them to use their own body as a learning resource?

There is a developmental need within children to move , and this active maths resource looks at different ways to harness that innate playfulness to support better understanding of the mathematical concepts of shape, space, and angles. With Body Part Angles, pupils use their bodies to visualise shapes and angles outdoors in the open space, helping them to gain a new perspective. You could even split the children into teams and let them record the shapes that they make by taking photographs!

Download Body Part Angles .

4. Magic Number Square

Gather sticks, chalk, and a range of small tokens (think fir cones, pebbles, feathers, and conkers) for this fun and educational maths activity.

A magic number square is a grid in which every row, column, and diagonal adds up to the same number – the magic number! It’s a novel way for pupils to problem solve through trial and error, consolidate number bonds, and work as a team.

This outdoor maths activity is brilliant for problem solving and data manipulation – it’s one of our most popular lesson plans!

Download Magic Number Square .

5. Mathematical Scavenger Hunt

Who doesn’t love a scavenger hunt? All you need for this outdoor numeracy activity is a list and an inquisitive mind – something that your classroom will undoubtedly have in abundance!

Write out a scavenger list for your pupils, then give them free reign to explore and discover every item. Not only will this strengthen their understanding of shapes, angles, and symmetry, but it’s also a fantastic means of encouraging independence and focus.

Download Mathematical Scavenger Hunt .

Take your outdoor numeracy practice to the next level

We’re delighted to share that we’ve just launched our new membership plans for schools and individuals. If you’re looking to take outdoor learning and play to the next level, this is the perfect opportunity!

With an LtL membership, you’ll gain access to exclusive resources and discounts – including 25% off one in-person training session for LtL School Members and 50% off online training courses for all LtL Members. LtL School Members will also get exclusive eligibility and support for our new LtL Outdoor Learning & Play Champion School award !

Ready to sign up? Visit our membership page to purchase a membership or compare plans.

For more outdoor learning support, take a look at our school stage hubs for early years , primary , and secondary where you will find everything you need to get outside, including lesson ideas , training , and guidance . Don’t forget to sign up to our newsletter to receive the latest outdoor learning news and opportunities direct to your inbox!

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Play of the Wild

Education is an admirable thing, but it is well to remember from time to time that nothing that is worth knowing can be taught. -Oscar Wilde

Outdoor Maths Activities KS2 – Teaching Maths Outside

 I have put together some fun outdoor maths activities for KS2 to support teaching maths outside. Teaching maths outside is a wonderful way to explore different mathematical ideas and practice learning away from the classroom. It also exposes children to the use of maths in real, hands-on situations, and as well as to problem solve. Children need many opportunities to practice their learning in a range of different situations, in order to make connections and to build on their previous experiences. Building stronger connections helps children to develop a more secure understanding and to build confidence ( Haylock & Cockburn, 2017 ).

I have grouped the activities based on different areas of learning. These activities are primarily aimed at children in KS2 children but can be adapted slightly depending on the children’s ages and experiences. You may also want to see my posts, Outdoor Maths Activities KS1 and Outdoor Maths Activities EYFS .

Number & Place Value

• Ones, tens, thousands & decimal places – Children can represent numbers to thousands (and even decimals) using hula hoops and beanbags. They can also use chalk to draw ones, tens, hundreds, thousands places, or sticks to create a number frame for this purpose. Similarly, rocks or other objects can be used to represent values in number frames. What number does this represent? What would you need to do to make 1 more? 10 more? What about 100 more?

• Ones and tenths with sticks – When children are learning about decimals, they can also use number frames to represent values. A bundle of 10 sticks might represent 1 (whole), and 1 stick might represent .1 (tenth). That way, they can see how a whole is broken up into ten parts (1/10) to make .1. *It’s helpful for children to show that .1 is the same as 1/10. How much is shaded? Can you show me in fractions? How would you write this as a decimal?

• Nim – Nim is a mathematical strategy game where two players take turns removing objects from a pile. Each player must take at least one item per turn. The goal is to either take or avoid taking the last object from the pile. Children can play nim with a pile of sticks or rocks. How many did you pick up? Can you figure out a strategy to win?  
• Nature skip counting – Children can practice and show visual counting by 2’s, 3’s, 4’s, 5’s, etc. by using natural objects. They may want to use a tens frame for support. E.g., nuts in pairs (2’s), 3 leaf clover (3’s), 4 leaf clover, flower with 5 petals, etc. They can count the blades on the leaves to help them do this. For example, maple and horse chestnut leaves have 5 blades each so these can be used to count in 5’s. Buttercup and clover leaves have 3 blades so children can use them to count in 3’s. It may be helpful to point out that skip counting is the same as repeated addition or multiplication. How many sets of 2 do you have? How much is that altogether? Can you make a number sentence (equation) to represent this?

• Nature Arrays – Children can make arrays to calculate multiplication problems using pinecones, nuts, rocks, etc. Can you make an array to solve a multiplication problem? Can you make an array and then write a multiplication problem to go with it?
• Nature Algebra – 4 leaves = 16, what does each leaf represent? Children can do outdoor chalk problems & code ‘cracking’. What could you do to solve this problem? What type of arithmetic will you need to solve this?

• Stick Fractions – Children can represent fractions by breaking apart sticks into pieces (half, thirds, quarters, etc.). Children can then see how the different the values of fractions look like relative to one another. Which is larger- 1/3 or 1/2? Can you show me? How many quarters make a half.

• Nature fraction board – Children can create a ‘fraction board’ by drawing a shape (such as a square, rectangle, circle or triangle) that can be divided up in equal pieces (they could do halves, thirds, quarters, etc.). They might also use an old frying pan or baking tray filled with dirt or sand that is divided up by drawing lines or using sticks. Children can represent fractions by shading it in, by scraping it, covering it with objects etc. They can then use numbers to represent the corresponding fraction (and decimals) they have made. How much is shaded? Can you write this as a fraction? How would you write this as a decimal?

• Decimals and fractions with tens frame – Children can use a tens frame to represent fractions and decimals. For example, using rocks, one rock could represent .1 or 1/10 so that 10 rocks = 1 whole. How many squares are covered? Can you write this in a fraction? Can you write this as a decimal?

**See my post, Outdoor Problem Solving Activities for KS2 for problems solving activities that involve arithmetic.

Measurement – Teaching Maths Outside

Volume & capacity.

• Potions – Children can use cylinders, measuring cups and other devices to measure ingredients for making ‘potions’. They might also use weighing scales for ingredients such as nuts, pebbles, etc. Potion making is an opportunity to measure weight and volume/capacity. Can you follow the recipe? Can you create your own recipe? What if you add 15 more ml of water- how much will that be in total?
• Displacement – Children can use measuring cylinders, beakers, or cups to explore how to measure the amount of displacement that results when objects are placed into them. They can find the difference between the original volume and the volume that results when the object is placed in the water. What is the volume of the object? How do you know? Can you write an equation to go with this (hint- use subtraction problem when finding the difference)? Do heavier objects always displace more water than lighter ones? How do you know?

• Rain gauge –  Children can measure rainfall using a rain gauge. What is the best unit of measurement? Meters, centimetres, or millimetres? Why? Can you keep track, and compare and chart rainfall on different days including using a bar chart? Can you figure out the total rainfall over a week, fortnight or month?
• Exploring syringes with water play – Can you measure the capacity of the syringes? What instrument might you need to help you? Children can explore the relationship between the size/capacity of the syringe and the distance the water can squirt. How can this be measured?  

Length & distance

• Make a meter – Children can estimate 1 meter length by using natural objects (e.g. pinecones, sticks or rocks). They can then use a measuring stick or line to check their work.

• Investigate length and weight – Is it true that the larger the pinecone is, the more that it weighs? Children can use scales to see if larger pinecones always weigh more than smaller ones. *They need to decide how to define large vs small (e.g. is it length, width or circumference)? Children could do a similar investigation with rocks or sticks.
• Plant growth – Children can track the growth of plants. Which plant is growing the fastest? How do you know? Can you find the rate of growth? Can you show your data on a chart?
• Finding the height of a tree – Challenge children to measure or calculate the size of a tree. There are several methods including the shadow & calculation method, triangle method or clinometer method. See if they can try several ways and compare their results.  
• Measuring jumps – Children can practice measuring how far they can jump to the nearest centimeter or even millimeter. They can figure out who jumps the farthest and by how much. They could find the difference between their jumps to see how much they improve. Who jumped the farthest? Who improved the most? How do you know?

• Angle hunt – Children could also make a ‘right angle’ out of sticks or a piece of square plastic (preferably transparent). Then they can use their angle to identify objects that have right angles, and also identify objects that have angles greater than 90 degrees (obtuse) or less than 90 degrees (acute). Do right angles exist in nature? How do you know?

• Measuring angles outdoors – Children might use a protractor to measure angles outdoors – e.g. angles of branches, the offshoots of plants, or manmade things such as parts of buildings. What’s the smallest angle you can find? The largest?  See the forest triangle activity below.
• Stick angles – Children can compare angles with, their own angles made with sticks (demonstrating acute, right, or obtuse angles). Can you make a right angle? Acute? Obtuse? Can you measure it to find the angle?

• Observing the moon & sun – These are some questions for observation, exploration and investigation: The time when the sun sets and rises– Does this change? How do you know? Where on the horizon do you first/last see the sun or the moon? Does this change from day to day? How do you know? Phases of the moon — How does it change? Do you notice any patterns? Children might make a sundial as part of their exploration.
• Stone stacking   – Children can make stone towers and even more intricate balancing formations such as arches. This activity is also an excellent way for older children to explore balance and centre of gravity.

• Investigating Circles – Children can measure circles (such as flower pots, or tree stumps) or other circular objects found outside. They can measure the circumference, radius and diameter, and then investigate the relationship between diameter and circumference.
• Large Sidewalk Chalk Shapes – Children can create a large shape (e.g. a square) with masking tape on the pavement. Next they can use masking tape to make other shapes within the larger shape. Finally, for fun they can colour colour in the shapes using sidewalk chalk to make a large picture.  How many / what types of shapes have you made? Can you only make triangles? Why or why not? Can you prove it? What do you notice about your picture? 

• Forrest Triangles – Children can use ropes between trees in the forest to create triangles. They can measure and calculate perimeters and even explore the relationships between different triangles that they create. Can you change the shape of the triangle? How can you make a larger or smaller triangle? Can you make one with an obtuse or acute angle?
• Egyptian Triangles – Ancient Egyptians made triangles with right-angles using ropes that were knotted into 12 equal lengths. With a 12 knotted rope, what triangles can you make? *With a knot in each corner, what other regular (equal sided and angled) shapes you can make?  
• Draw a circle – Challenge children to figure out how to draw an accurate circle outside (eg with chalk on pavement). What would you need to use to make it look terrific (ex. string)? Can you find a different way?
• Venn diagrams with hoops or circles drawn with chalk – Children can explore different variables. You may want to see my post doing this with leaves.

• See above – Plant growth & rain gauge . Children can create data charts using their measurements of plants or rainfall.

I hope that these outdoor maths activities for KS2 have been helpful and that you get to enjoy teaching some maths lessons outside! Good luck!

References – Outdoor Maths Activities KS2 – Teaching Maths Outside

Haylock & Cockburn (2017). Understanding Mathematics for Young Children (5 th ed.). SAGE Publications Ltd.

Arithmetic , Data, Patterns & Sorting , Gardening , Geometry , Maths , Measurement , Natural , Number & Place Value , Rocks , School Age , Sticks

Learning Outdoors , learning outside , outdoor learning

5 thoughts on “ Outdoor Maths Activities KS2 – Teaching Maths Outside ” Leave a comment ›

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So many wonderful ideas! I am planning to do more outdoor maths activities with my 3-6 y.o. group. Thanks for the inspiration!

Thank you! Let me know how it goes! I’ve always loved doing outdoor lessons. 🙂 I hope you’re doing well!!

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Gray, T. Outdoor learning and psychological resilience: making today’s students better prepared for tomorrow’s world. Curric Perspect 39 , 67–72 (2019). https://doi.org/10.1007/s41297-019-00069-1

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Research Article

Curriculum-based outdoor learning for children aged 9-11: A qualitative analysis of pupils’ and teachers’ views

Contributed equally to this work with: Emily Marchant, Charlotte Todd, Sinead Brophy

Roles Conceptualization, Data curation, Formal analysis, Methodology, Project administration, Writing – original draft, Writing – review & editing

* E-mail: [email protected]

Affiliation Medical School, Swansea University, Swansea, United Kingdom

Roles Conceptualization, Data curation, Formal analysis, Methodology, Writing – original draft, Writing – review & editing

Roles Data curation, Formal analysis, Writing – review & editing

¶ ‡ These authors also contributed equally to this work.

Roles Data curation, Writing – review & editing

Roles Writing – review & editing

Affiliation School of Education, Swansea University, Swansea, United Kingdom

Affiliation School of Sport and Exercise Sciences, Swansea University, Swansea, United Kingdom

Affiliation St Thomas Community Primary School, Swansea, United Kingdom

Roles Supervision, Writing – review & editing

Roles Data curation, Funding acquisition, Supervision, Writing – review & editing

• Emily Marchant, 
• Charlotte Todd, 
• Roxanne Cooksey, 
• Samuel Dredge, 
• Hope Jones, 
• David Reynolds, 
• Gareth Stratton, 
• Russell Dwyer, 
• Ronan Lyons, 
• Sinead Brophy

• Published: May 31, 2019
• https://doi.org/10.1371/journal.pone.0212242
• See the preprint
• Reader Comments

The relationship between child health, wellbeing and education demonstrates that healthier and happier children achieve higher educational attainment. An engaging curriculum that facilitates children in achieving their academic potential has strong implications for educational outcomes, future employment prospects, and health and wellbeing during adulthood. Outdoor learning is a pedagogical approach used to enrich learning, enhance school engagement and improve pupil health and wellbeing. However, its non-traditional means of achieving curricular aims are not yet recognised beyond the early years by education inspectorates. This requires evidence into its acceptability from those at the forefront of delivery. This study aimed to explore headteachers’, teachers’ and pupils’ views and experiences of an outdoor learning programme within the key stage two curriculum (ages 9–11) in South Wales, United Kingdom. We examine the process of implementation to offer case study evidence through 1:1 interviews with headteachers (n = 3) and teachers (n = 10) and focus groups with pupils aged 9–11 (n = 10) from three primary schools. Interviews and focus groups were conducted at baseline and six months into implementation. Schools introduced regular outdoor learning within the curriculum. This study found a variety of perceived benefits for pupils and schools. Pupils and teachers noticed improvements in pupils’ engagement with learning, concentration and behaviour, as well as positive impacts on health and wellbeing and teachers’ job satisfaction. Curriculum demands including testing and evidencing work were barriers to implementation, in addition to safety concerns, resources and teacher confidence. Participants supported outdoor learning as a curriculum-based programme for older primary school pupils. However, embedding outdoor learning within the curriculum requires education inspectorates to place higher value on this approach in achieving curricular aims, alongside greater acknowledgment of the wider benefits to children which current measurements do not capture.

Citation: Marchant E, Todd C, Cooksey R, Dredge S, Jones H, Reynolds D, et al. (2019) Curriculum-based outdoor learning for children aged 9-11: A qualitative analysis of pupils’ and teachers’ views. PLoS ONE 14(5): e0212242. https://doi.org/10.1371/journal.pone.0212242

Editor: Andrew R. Dalby, University of Westminster, UNITED KINGDOM

Received: January 18, 2019; Accepted: May 21, 2019; Published: May 31, 2019

Copyright: © 2019 Marchant et al. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Data Availability: The data from this research study are not publicly available due to concerns of participant confidentiality. Data from this research study contain information that are identifiable at both the school and individual level. Ethical approval for this research study was granted by the College of Human and Health Sciences Research Ethics Committee, Swansea University (approval number 070117, email [email protected] ), on the basis that participants’ data was only accessible by the research team. The participants did not consent to having their data publicly available. Requests for access to the data may be directed to the College of Human and Health Sciences Research Ethics Committee, Swansea University by emailing [email protected] .

Funding: This work was supported by the Economic and Social Research Council [grant number ES/J500197/1] - EM - https://esrc.ukri.org/ and National Centre for Population Health and Wellbeing Research. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.

Competing interests: The authors have declared that no competing interests exist.

Introduction

A mutual relationship between health, wellbeing and education exists. Evidence demonstrates that healthier children have higher educational attainment[ 1 ]. This association is mirrored, with research showing the social impact of education on health outcomes throughout the life course[ 1 ]. Thus, investing in a child’s learning has potential in maximising future achievement, employment prospects and health and wellbeing during adulthood. The school setting provides an opportunity to deliver a curriculum that engages children to reach their academic potential and define their future health outcomes and socio-economic pathway, reducing inequalities in health and education.

However, with schools currently facing a multitude of external, top-down pressures on educational attainment and health and wellbeing inequalities[ 2 ], there is a need for learning experiences that simultaneously improve health, wellbeing and school engagement whilst addressing curriculum needs. The opportunity to provide high-quality teaching experiences to engage children in learning is not solely restricted to the classroom setting [ 3 ]. Taking learning outside the classroom and into the natural environment provides the opportunity for an integrated, cross-curricular approach to achieving education aims[ 4 ]. Furthermore, research has demonstrated the positive impact of immersion in nature on well-being, creativity, brain function and mood[ 5 ], highlighting the potential of the outdoors in engaging children with learning. Despite this, opportunities for children to access the natural environment are diminishing and children are spending less time outdoors due to parental concerns over safety, traffic and crime[ 6 ]. Modern environments have observed a reduction in open green spaces, in addition to reliance on technology and increased sedentary time providing competition against children’s choice to engage with the outdoors[ 7 ]. Therefore, the school setting holds arguably the greatest responsibility and potential in providing children with access to natural environments through the school grounds and teaching activities.

Outdoor learning encompasses a spectrum of curricular school activities that take place in the natural environment within school grounds or in the context of the local area. This ranges from broad nature-based learning such as Forest Schools, residential trips and outdoor adventure, to learning programmes tailored specifically to the core curriculum. This huge variation in the practice and understanding of outdoor learning means that the evidence base, whilst growing, shows huge variability in terms of the duration and type of outdoor learning offered, the target population involved and the outcome measures assessed[ 6 ].

In recent years, curriculum-based outdoor learning delivered by teachers in school grounds or the local area has gained momentum and is receiving attention from education experts and political figures alike[ 7 ]. This growing movement of outdoor learning is reflected in recent government investments including the Natural Connections project[ 8 ] and Nature Friendly Schools[ 9 ] which aim to support schools in increasing children’s opportunities to learn outside the classroom in the school grounds and local environment. The Natural Connections project, delivered in 125 schools across southwest England demonstrated a positive impact of learning in the natural environment on pupils’ enjoyment of lessons, connection to nature, social skills, engagement with learning, health and wellbeing, behaviour and attainment. Indeed, there is a large body of literature highlighting the benefits to exposure with the natural environment and outdoor learning on children’s physical, mental, social and emotional health[ 3 , 10 – 12 ]. This is particularly important as research suggests children’s wellbeing and mental health is declining and regular physical activity and engaging with the outdoors could potentially improve health, wellbeing and education outcomes[ 13 – 16 ]. The cognitive benefits of contact with nature have also been identified, including improved concentration, awareness, reasoning, creativity, imagination and cognitive functioning[ 17 , 18 ]. Furthermore, the outdoor environment encourages skills such as problem solving and risk taking which are important behaviours for child development[ 19 ]. Therefore, delivering lessons in the outdoor environment can enrich learning and engagement, widen skill development and improve health, wellbeing and enjoyment in school[ 20 ].

Outdoor learning shows great potential as a tool for health promotion and improving educational outcomes and a key component for the development of children[ 21 ]. Efforts to integrate outdoor learning into the curriculum have been witnessed alongside curriculum reform across the United Kingdom[ 22 ]. In 2010, Wales introduced the Foundation Phase curriculum stage for ages 3–7, with a vision of encouraging ‘children to be creative and imaginative, and make learning more enjoyable and effective’[ 23 ]. This curriculum framework facilitates experiential learning through outdoor learning. However, despite its recognition at policy level and government recognition of the benefits of outdoor learning in enhancing children’s social, physical, creative, cultural and personal development[ 24 ], outdoor learning provision is still underutilised in primary schools, particularly beyond the early years[ 25 ]. Although research has demonstrated its ability to engage all ages and applicability across the whole school, there is a marked decline in outdoor learning experiences between the early years and the later stages of primary education[ 3 , 26 ], In addition, conflict exists between the wider benefits to education attributed to outdoor learning, and the lack of measurement and value placed upon these by education inspectorates.

As with many school interventions, the implementation of outdoor learning within the curriculum has not come without its challenges and a number of barriers prevent schools from implementing regular outdoor learning in the older primary school age groups. Common barriers cited by teachers and headteachers include; existing curriculum pressure, the high demand on teachers’ time, teachers’ confidence and self-efficacy, safety, cost and access to resources and training[ 27 – 31 ]. Teachers have also expressed a conflict between the autonomy in choosing outdoor learning as a teaching method yet lacking acknowledgment and support from colleagues and the wider school network[ 32 ]. Recommendations to overcome barriers and integrate outdoor learning within the school setting include providing schools with a clear evidence base[ 27 ]. Ultimately, despite research highlighting the benefits and policy recognising the value of outdoor learning, the wider uptake of outdoor learning within school practice requires training and resources designed to support teachers and school-wide culture change[ 33 ].

Whilst research regarding the benefits of outdoor learning has examined cognitive, affective, interpersonal, social, physical health and behavioural impacts[ 11 ], there is a lack of research exploring the acceptability and mechanisms behind how outdoor learning can be effectively implemented on a regular basis by primary schools[ 34 ]. Furthermore, much of the literature aiming to gain the viewpoint of stakeholders has focussed solely on teachers and outdoor specialist staff [ 29 , 30 , 35 , 36 ], highlighting the lack of experiences cited by pupils. If we are to create both meaningful education experiences in the outdoor environment, and ensure effective implementation of school-based programmes, it is essential to gain the viewpoint of not only those at the forefront of the delivery, but those who are recipients of such interventions, the pupils. Thus, the aim of this study was to examine the acceptability of an outdoor learning programme and to explore headteachers, teachers and pupils’ views and experiences of outdoor learning within the key stage two (KS2) curriculum (pupils aged 9–11). In addition, we examine the process of implementation to offer case study evidence to other schools who would like to offer outdoor learning to KS2 pupils.

This study adopted a qualitative design in order to examine the acceptability of an outdoor learning programme within primary schools in South Wales, United Kingdom. Interviews and focus groups were employed at two time-points (baseline and follow-up) with headteachers, teachers and pupils. Open-ended questions allowed for deeper exploration of participants’ views and opinions. Thematic analysis was used to generate themes and gain a holistic understanding of participants’ experiences of outdoor learning from a whole-school perspective.

This study adopted a qualitative approach, viewed widely as the most suitable methodology in exploring barriers and facilitators of programme implementation[ 37 ]. Semi-structured interviews and focus groups were employed in order to gain an insight into the implementation of regular outdoor learning in the primary school setting. Interviews and focus groups are considered the most appropriate methods in examining the acceptability of interventions[ 38 ]. The process of thematic analysis generated themes and sub-themes from the data. The schools participating are members of the HAPPEN (Health & Attainment of Pupils in a Primary Education) Network), which aims to evaluate and share the evidence base for interventions currently delivered in primary schools, in order to improve children’s health, wellbeing and education outcomes[ 39 ]. The reporting of this study design is in accordance with the Consolidated Criteria for Reporting Qualitative Studies (COREQ)[ 40 ] ( S1 Appendix ).

Participants

A convenience sample of three schools (School A, B and C) in South Wales, United Kingdom who expressed an interest in outdoor learning provision for their KS2 pupils were invited to take part in the research study. This sampling method was chosen to gather information-rich cases from schools committed to an outdoor learning programme[ 41 ]. Schools were contacted via a telephone conversation with the headteacher and were existing HAPPEN schools. The percentage of pupils eligible to receive free school meals at all three schools was below the national average (19%)[ 42 ]. Following headteacher consent, the lead researchers (EM and CT) presented about the research study at a school assembly to pupils aged 9 to 11 years (year 5 and 6 pupils) at each of the schools. Information sheets and consent/assent forms detailing the study aims were distributed to pupils, their parents and teachers within the school. Each assembly also provided the pupils and teachers an opportunity to ask questions related to the research project.

To participate in the research, children needed to provide written assent and parents needed to provide consent. Purposive sampling was used to recruit pupils for focus groups, ensuring an equal representation of age and gender. If any pupils were unavailable on the day, another person from this consented list was recruited. All three headteachers consented to take part in 1:1 interviews. Teachers from years five and six were invited to participate in a 1:1 interview. A purposive sample of consented teachers was selected to ensure an equal representation of gender.

Implementation

There was a general agreement among all schools that they intended to deliver at least one lesson outdoors a week. School A (the more urban of the three schools) chose to initially run outdoor learning in the school grounds but then became more involved with an outdoor activity provider utilising outdoor adventure as a key part of delivery as the project progressed. School B took a combined approach, initially delivered by a designated teacher trained in forest schools outside the school ground followed by teacher delivery. School C (the most rural of the three schools) took a teacher led approach utilising the local environment.

Ethical approval was granted by the College of Human and Health Sciences Research Ethics Committee (approval number 070117). All participants over the age of 18 (headteachers and teachers) provided informed written consent prior to participating. Pupils were required to provide informed written assent and parent consent in order to participate. All participants were reminded of their right to withdraw from the research at any point. All personal data such as names and school names was anonymised. Paper based data (consent) was stored securely in a locked cupboard and electronic data (interview transcripts) was stored in password protected documents on a secure University server.

Data collection

This qualitative research study used focus groups with pupils at baseline (n = 4) and follow up (n = 6), 1:1 interviews with teachers (years 5 and 6) at baseline (n = 4) and follow up (n = 6), and 1:1 interviews with headteachers (n = 3) at follow up. Interviews were conducted at two time points; baseline (beginning of intervention) (January 2017) and 6-month follow up (July 2017) in order to gather views at the start of the intervention and once outdoor learning was embedded within the curriculum. Interviews with headteachers and teachers were conducted according to individual preference, either by telephone or face to face on the school premises by one researcher (EM or CT). Pupil focus groups were completed within a private room at the school setting, with two researchers present (EM, CT, RC, SB, SD, HJ). Lead researchers were both female, trained to Masters level and had previous experience in conducting interviews and focus groups with both adults and children. Each focus group consisted of between six and eight pupils[ 43 ], aged 9–11 years of mixed genders. All interviews and focus groups followed a semi-structured topic guide ( S2 Appendix ), allowing deeper exploration of subjects including experience, views and opinions on outdoor learning, as well as suggestions for effective implementation in other schools. Applying open-ended questions to interviews allowed participants’ views to be explored further and topics to be discussed in a natural manner with the interviewer[ 44 ]. A lead researcher facilitated the interview process (CT or EM), whilst the other researcher (RC, SB, SD, HJ) provided technical support (digitally recording) and made field notes on key responses. These notes were verbally summarised to interviewees at the end of each interview in order to gain respondent validation[ 45 ]. In order to achieve neutrality, researchers reminded the participants at the start of interviews and focus groups that they remained impartial and of the study aims. Participants’ personal viewpoints were encouraged, and researchers emphasised that there were no right or wrong answers. Interviews lasted between 12 and 52 minutes overall (average length: pupil focus groups 30 minutes; teacher interviews 22 minutes; headteacher interviews 33 minutes).

Data analysis

All interviews were digitally recorded and transcribed verbatim. Each transcript followed an open coding process by two researchers (EM, CT, SD, RC) independently and their responses were compared. Open coding allowed participants’ views to be summarized by assigning words or phrases to quotes. Codes were compared between researchers to ensure accuracy and consistency. If there was a discrepancy or disagreement in coding a third researcher adjudicated. All topics were compared with the written notes taken on the day of the focus group that had been agreed with the participants as an accurate account of their responses. Following this, two researchers worked together through an extensive process to discuss all codes and categorise them under theme and sub-theme headings ( S3 Appendix ).

Three key themes emerged from the transcripts; (1) Expectations and experience of outdoor learning, (2) Factors influencing outdoor learning and (3) Perceived impact on learning, health and development, all of which will be discussed in this section, alongside any suggestions in relation to each theme.

Expectations and experience of outdoor learning

A prominent theme was the expectations and experiences of pupils and teachers regarding outdoor learning. This theme comprised of three sub-themes including feeling free, exposure to environment and safety and pupil engagement.

Feeling free.

At baseline, pupils believed that outdoor learning would provide an escape from the uncomfortable and restricted conditions of the classroom. This escape from the classroom excited pupils, with discussions of freedom at both time points;

“So if you’re in a cramped classroom you don’t have that much room , if it’s wet play you don’t have that much room to do activities but if it’s outside you have loads of room” . (Pupil, School B, Baseline)

Pupils also highlighted associations between fresh air, feeling more energised and an increased engagement with learning;

“And when we’re outside , like we get the fresh air , on a hot day if we’re in class we’re just boiling we won’t do as much work and we won’t do it as good” . (Pupil, School B, Follow up)

Teachers believed the freedom allowed pupils to express themselves;

“I know lots of children that don’t cope very well with being in one classroom all day every day , they find it difficult to sit down but also for children who are more creative , they’ve got more opportunities to show that outdoors , I mean it’s the freedom and the movement and the expression and being able to use their bodies not just their voices and their hand” . (Teacher, School B, Follow up)

In addition, outdoor learning offered pupils the ability to engage with play, an essential element of childhood;

“It’s kind of like playtime but you’re learning” . (Pupil, School A, Baseline)

Exposure to environment and safety.

Pupils suggested that the addition of outdoor learning to the curriculum would increase their exposure to the environment and their engagement with nature, expanding their learning;

“You learn about the outside world , you notice things about nature you never knew and you do different topics” . (Pupil, School A, Baseline)

This exposure to the natural environment was viewed as a positive aspect of outdoor learning during follow-up interviews, allowing pupils to learn about the outdoors. The opportunity to engage with nature at follow-up also encouraged an element of play;

“Because [being in the] woods like it’s more adventurous because you can just pick up sticks and start playing with them” . (Pupil, School C, Follow up)

However, increased exposure to the environment was also felt to pose a risk to pupils and teachers regarding safety. At baseline, safety fears by pupils included physical injuries such as hurting themselves, or worries over getting lost from the rest of the class, something that the security of having physical boundaries in the classroom eliminated;

“You might hurt yourself on some bad things outside” . (Pupil, School A, Baseline)

Despite perceived safety fears, pupils expressed frustration at the level of protection by teachers in the outdoor environment;

“That’s why a lot of people go off on that day because like the teachers are like really , they treat you like babies in the woods , they won’t even let you run” . (Pupil, School B, Follow up)

Safety was initially a worry for teachers, however developing clear rules and boundaries and embedding outdoor learning into school life reduced the likelihood of any injuries;

“…initially there was things like trips and falls and head bumps and things like that and , touch wood , I’m not seeing so much of it so it’s embedded in the rules and things that we talk about . And when they climb the trees if it’s wet they’re only allowed up to an adult’s hip , if it’s dry they can go up to the shoulder and higher , they have to hold on , and there’s clear rules there and they really do stick to it” . (Teacher, School C, Follow up)

Pupil engagement.

Outdoor learning engaged pupils of all abilities including those with behavioural difficulties and additional learning needs;

“They’ve [pupils] engaged in all activities that have been provided outdoors . So they definitely , it definitely engages all the children , whether they’ve got behavioural difficulties or not” . (Teacher, School B, Baseline) “So there are children who sit there very , very still and know how to , who know how they should behave socially or , you know , institutionalised , you know , they’re happy to do that , write neat , those kind of things that fit all those parameters , but for those children who don’t…I think that it’s more suited to them…It gives them , you know , an outlet and so yeah , I do think it’s for those children who learn perhaps in different” . (Teacher, School A, Follow up)

The headteacher from this school also attributed the engagement by boys to the approach of outdoor learning;

“The teachers report as well how engaged they are , you know , with this style of learning and , you know , some of our perhaps more challenging boys particularly , you know , really enjoy the sort of the methodology” . (Headteacher, School A, Follow up)

Engagement with learning was voiced by both teachers and headteachers, with a continuation of engagement during the follow up work in the classroom;

“I think it's too much of a coincidence to say it's not down to outdoor learning , because it's an approach as well , you know , it's not only the sessions outdoors , it's what the sessions outdoors bring back into the classroom as well , isn't it , and it's the whole knock-on effect and it's all about experience” . (Headteacher, School C, Follow up)

In addition, how outdoor learning helped engage different styles of learners was discussed;

“Sometimes your very academic children they're the ones that actually need it the most , because perhaps they're quieter , they're a little bit more book-based learners , the visual learners , so I think for those learners in particular , you know , so obviously you engage the learners who are kinaesthetic but also , you know , those other children , the ones that perhaps need it because potentially , you know , in the future they could be the ones who are , you know , in terms of looking after themselves and their wellbeing and so on , you're perhaps hitting the mark with them and their sort of style of learning etc” . (Headteacher, School A, Follow up)

Suggestions around increasing engagement and maintaining enthusiasm, related to ensuring the lessons conducted outdoors were fun and not more than once or twice a week, ensuring a novelty aspect.

“If we’re going to enjoy doing outdoor learning I think the lesson’s got to be fun… if it’s just like something boring and I’m not going to enjoy it as much and we’ll just start talking a bit” . (Pupil, School A, Baseline) “We’d get bored of it , I wouldn’t do every lesson , I think once or twice a week is enough” . (Pupil, School A, Baseline)

Factors influencing outdoor learning

Another theme to emerge from the transcripts encompassed the factors that influence the delivery of outdoor learning including motivations, curriculum pressure and accountability as well as natural and physical resources, support and teacher confidence.

Motivations.

The implementation of outdoor learning was driven by headteachers and teachers’ motivations, including personal passion, passion of a colleague, pedagogical beliefs and a need to improve wellbeing outcomes. However, central to this subtheme was that of the rights of a child. Headteachers believed children had a right to be outdoors and that schools had a degree of responsibility in ensuring children were exposed to the outdoors in their learning;

“Every child is entitled , it’s their right to get outdoors and we have them all day , we have them for most of the daylight hours at certain times of year and so it’s our responsibility , I don’t think there’s a choice , I don’t think we can choose , shall we do it or shan’t we , we have to” . (Teacher, School B, Follow up) .

Other key motivations focused on improving pupil wellbeing and providing more opportunity to be outdoors;

“There's far too much time where children aren't playing outside , they aren't walking outside , they aren't just outside , and I think a lot of that , with increasing volumes of children accessing counselling , spending a lot of time on social media , spending a lot of time on Xbox , a lot of time watching TV , they just don't know the impact being outside has on their health and their wellbeing , and I'm really committed to developing pupils' wellbeing” . (Headteacher, School B, Follow up)

However, the high level of pressure placed upon schools by education inspectorates and the resulting resistance by the workforce was reinforced by one headteacher. This headteacher believed that in order to implement an initiative such as outdoor learning, an element of bravery was required by the school;

“You have pressures put on the school from Government , that goes down through the inspectorate , that passes onto the regional consortia , that's passed onto schools , i . e . Headteachers , Governors , Senior Leaders , that's passed onto the teachers , it's passed onto the teaching assistants and it's passed onto the pupils so it's like a big pressure cooker and the whole system , you know , so until there's that change in emphasis right at the top , you know , I think it will always be the brave schools that actually say 'no , this is what I believe in and this is what we'll do'” . (Headteacher, School A, Follow up)

Curriculum pressure and accountability.

The baseline interviews with teachers conveyed a feeling of overburden with some feeling that outdoor learning was an added pressure enforced by senior management at a time of high focus on academic literacy and numeracy targets;

“Until we’re up and running it seems like too much to do at the moment because all the emphasis is on literacy and numeracy all the time , that’s what the big push is at the moment and targets , so it just seems to be another new thing and another new pressure” . (Teacher, School A, Baseline)

Despite teachers generally feeling positive about outdoor learning, the academic pressures relating to evidencing work was at odds with the concept of teaching outdoors. This was particularly due to these teachers being responsible for a key stage that includes additional pressure and testing;

“Like the main concern for us , obviously , upper key stage 2 is obviously evidence of work , because there’s such a pressure now to have evidence , recorded evidence for every session or something in box , there’s a big pressure in that…Again , lots of activities don’t provide evidence , so , it’s difficult then to gauge the amount of learning that they’ve done , apart from the bit of feedback basically” . (Teacher, School B, Baseline)

Some teachers found it hard to design lessons with meaningful activities that could both encompass the concept of outdoor learning and meet the requirements of the curriculum.

“We’re at that early struggling stage looking for ideas of meaningful activities that we can do outdoors that do suit the outdoor environment and you’re not trying to directly lift a classroom activity into an outdoor activity , you’re trying to make it , you know , something that will work outdoors and there is a benefit” . (Teacher, School A, Baseline)

Natural resources.

The schools included in this study had varied access to local natural environments, and this was acknowledged with reference to the types of lessons that were suited to this;

“We’ve got access to the woodland area . We’re in a , you know , a really good spot that we can use , you know , we can use a lot more of it , it’s not just going outside , going into the yard , we can use the woodland which is great , you know , for Science , Geography-type lessons as well” . (Teacher, School B, Baseline)

One headteacher highlighted that schools in a less fortunate position in terms of outdoor opportunities may struggle;

“In [city] lots of schools have aspirations to develop outdoor learning , but different schools have different challenges and different opportunities , isn't it , other schools , perhaps who are in the middle of [city] , number one , they don't have woodland on their doorstep , so their opportunities to visit woodland would be limited” . (Headteacher, School C, Follow up)

Indeed, utilising the immediate school grounds was raised as a challenge. One teacher at the more urban based school of the three felt that using the immediate school grounds was not enough for the older pupils, with the school later relying on external trips to provide pupils with an enhanced experience;

“Well , the stimulus is the trips , without the trips , as I , when I spoke to you the first time , you really struggle because you're just using the school grounds , and lower down the school that's not such a problem with building up their skills but by the time you get to the top end of the school , you need to branch out , you need to go further…But apart from identifying , we've got a little , we've got a small wooded area but apart from that it's just grass really , so it was the trips that were the stimulus for , you know , all the extra ideas” . (Teacher, School A, Follow up)

However, another school suggested relying on external trips would come at a cost, with parents having to fund the transport and staff needed to attend the trips. Teachers provided some suggestions to other schools;

“Prioritise anything that's within walking distance of your school , so you know , if you have a river nearby or if you have a park nearby , that's within walking distance , you know , utilise that as much as possible” (Teacher, School A, Follow up)

Physical resources.

In addition to the natural resources, the physical resources and time required to prepare new resources for outdoor learning were raised, with one teacher expressing their concerns over the transferability of traditional classroom lessons into the outdoor environment;

“Well because we don’t teach outdoors . We teach in the classroom , the things we do in the classroom , the resources we use are in the classroom and now we’ve got to , you either try and transfer those activities to an outdoor environment which is more challenging because of the resources , you know , the resources not being there” . (Teacher, School A, Baseline)

Another barrier highlighted by teachers was the clothing required for lessons, having to cancel if some children forgot coats. At follow up, one school had gained financial support, investing it in staffing and outdoor learning specific clothing;

“Supported financially , the school have bought waterproofs so that the weather’s not a barrier for the children and yes , they are funding me to continue in September for another year , so yes , very supported” . (Teacher, School B, follow up)

Indeed, staff numbers were highlighted by schools as an obstacle to outdoor learning;

“Staff ratio , sometimes it , you know , when you want to do an activity you’d quite like it to be a group going out…we just haven’t got the staff sometimes to do these things or to go out” . (Teacher, School A, follow up)

Funding was mentioned by all schools at follow-up. Improved access to funding resulted in resources moving from a barrier to outdoor learning to a facilitator;

“Like having ease of access to equipment has been another problem , so we’re trying to change that by we raised some money like I said doing this walk , trying to get equipment that can be accessed by the children and easily and not in a place where , you know , you need a member of staff to go with them” . ( Teacher, School A, Follow up)

The level of school, governor and parent support was highlighted by teachers and headteachers as an important factor. School B commented on the parental support throughout and how despite some initial concern and beliefs, general feedback and support from parents was positive;

“I did think we'd have a little bit of resistance at the beginning , because some parents believe children only learn by sitting at a desk , and indeed one grandparent did write on our Twitter account that , "A pity the children weren't sitting at desks writing"…So , yes , the parents are very positive about the direction that we're going” . (Headteacher, School B, Follow up)

Support from parents was also suggested by schools to overcome barriers associated with resources;

“..and when we were doing some outdoor activities we asked them to bring, you know, cardboard boxes and, you know, shelter making equipment and that kind of thing…So yeah, we did lean on parents somewhat”. (Teacher, School A, follow up)

In addition to parents, support amongst the staff within school and utilising a whole-school approach was identified by one teacher as an essential element to effective implementation of outdoor learning;

“It’s obviously up to the school , you know , if they didn’t believe in it and they’re just going out for the sake of doing it , than I think it’s quite pointless then but if you are true believer in it and you can see value in it , I think you know you have to have your colleagues on board as well for it to work as a whole school initiative” . (Teacher, School C, Follow up)

Teachers and headteachers commented on the support for outdoor learning by senior management and school governors, facilitated by communication between all levels of staff. Governor support was highlighted by all three headteachers as crucial, owing to the financial support, decision-making and strategic delivery that governors are responsible for.

“…So we wanted to involve all those partners within that model [of outdoor learning] , and you know , that has come at a financial cost as well but the Governors were very committed and have released funds for that” . (Headteacher, School A, Follow up)

Suggestions to overcome many of the resource and support difficulties experienced were often based upon shared practice both within and between schools;

“The Foundation [ages 4–7] first started it earlier than us originally so we , as a key stage 2 , spoke to them , see what they did , went down to their classrooms and sort of spoke to them to see the kind of things they did . So I think it’s just communication as well isn’t it” . (Teacher, School B, Baseline)

With regards to between-school shared practice, School B also had a trained outdoor learning specialist and thus, were proactive in sharing their resources and providing training to other schools. The other two schools discussed a less formal approach, relying on sharing their experiences of outdoor learning with one another but these schools advocated for more shared practice and resources to aid implementation.

Teacher influence.

Both pupils and teachers made links between the personality of a teacher and their enthusiasm with delivering outdoor learning. At baseline, teachers had mixed opinions of both their own and their colleagues’ confidence to deliver outdoor learning. Some felt a lack of knowledge left them in a position of low confidence, whilst others felt more confident in their ability to adapt lessons to the outdoor environment;

“As I say not at the moment , not personally…If I knew what I was doing yes but it’s coming up with the ideas in the first place , so I guess not” . (Teacher, School A, Baseline) “I think it’s brilliant , I feel confident that I can do it , I feel enthusiastic about it , I think it’s great for children to be given that freedom of being outside , and doing something which is going to help their learning , just because I think children find it difficult to be stuck behind a desk for so much of the time” . (Teacher, School A, Baseline)

Teacher confidence was also influenced by the expected workload and traditional learning approaches associated with this key stage;

“Right , initially , I thought , “Oh , no ! ” , because it’s upper school , you tend to focus a lot of written work in class , and obviously foundation phase are used to doing it , so it was a case of , “Oh , where do I start ? ” , initially . That was my first thought … No , I feel more confident now , now that it’s sort of implemented into my teaching . I do feel a bit more confident in preparing outdoor resources” . (Teacher, School B Baseline)

In addition, one teacher felt that for colleagues to buy into outdoor learning and feel confident to deliver the programme, it was important for learning objectives to be clear;

“…so long as they can see a point to outdoor learning , because there was a big myth when it started that we were just going to go out to the woods and play and it was going to be a free for all and I think that was the bit where they were saying “Oh what’s the point in this” , not just using it as a PE lesson , if they can see that there is a learning objective to it then I think it’s much more” . (Teacher, School C, Follow up)

Those that had received prior training in formal outdoor programmes such as Forest Schools expressed higher confidence levels in delivering outdoor learning compared to those with less training;

“I’m quite confident myself , I’ve been forest school trained so it’s something that I’m more confident … I think we’ve had a lot of training now with it and the more we do it , obviously the more confident we get so” . (Teacher, School C, Baseline)

The associations between consistent training, access to resources and teacher confidence was alluded to by a headteacher from another school, with this confidence impacting on how much outdoor learning was delivered at ground level. One headteacher also commented on the increase in confidence they had witnessed as the programme developed, indicating that increased experience in delivery resulted in higher levels of confidence;

“The other then is the confidence where , (name of teacher) has led , from just being apprehensive about taking children up to the woods , which is on our doorstep , as you know , all of a sudden he's walking children on a five mile walk…you know , where that's , in the past , a similar trip , we'd have had to pay for a guide to do that , he has the full confidence” . (Headteacher, School C, Follow up)

Perceived impact on learning & development

The perceived impact of outdoor learning on pupils’ learning and development emerged as a theme in relation to behaviour, concentration and memory, skill development and benefits to health and wellbeing.

There were mixed responses regarding the perceived impact on pupils’ behaviour. Those that believed it would have a negative effect at baseline made particular reference to the excitement of outdoor learning fuelling disruptive behaviour;

“If we were out , maybe like more start being hyper , because in class we probably have got discipline , once we start getting out and it’ll be exciting” . (Pupil, School B, Baseline)

In comparison, other pupils felt that outdoor learning could improve behaviour through increased access to space;

“I think it’ll change our [behaviour] , like if we do once or twice a week , then it would change our behaviour in a way , inside school like , so outside we’re not like fidgety , if we’re outside , it’s better” . (Pupil, School B, Baseline)

At the start of the programme, teachers recognised an improvement in classroom behaviour and even an improvement in the quality of work produced by pupils;

“Yeah, because when you come indoors they’ve had their fresh air , they’re more likely to come in and you have that calm down time …and you get the better behaviour because they’ve had that chance to go …when they’ve been out, it’s just so much more, there’s just a better working atmosphere, … the more opportunities to get out and about , up and down, not just doing something at a desk, the more quality work you’re going to get from them when you do ask them to sit at their desk”. (Teacher, School A, Baseline)

This was also discussed in follow-up focus groups, with pupils making references to the effects of outdoor learning on subsequent behaviour in the school day;

“I kind of think it’s better with outside , but then when you go inside for class , or everyone’s a bit more tired” . (Pupil, School C, Follow up)

From the teachers’ perspective, improved behaviour and engagement with learning was displayed by children with additional learning needs and behavioural difficulties;

“We do have children that have challenging behaviour , but we find they are far more engaged outdoors than indoors” . (Headteacher, School B, Follow up)

Indeed, while improved behaviour was voiced by all schools, particularly with regards to follow up work, others also believed behaviour was better during outdoor learning than in classroom-based lessons;

“We’ve got quite clear boundaries for them as well so it’s not sort of a case of we go down the woods and it’s a free for all , there’s very strict rules as to behaviour in the woods , … in fact , I’d say they stick to rules better when we’re outdoors than they do when we’re inside but I think it does , you know , you can see the impact back in the classroom then after we’ve been , definitely” . (Teacher, School C, Follow up)

The headteacher of this school recommended less affluent schools utilise pupil deprivation grants for outdoor learning as a suggestion to improve pupil behaviour;

“So , you know , I would urge , if I was a headteacher in one of those schools …h I would definitely look to utilise some of that deprivation grant to encourage outdoor learning , and I'm sure it would have a positive impact on pupil behaviour . And the thing is , it's a vicious circle , isn't it , if children aren't behaving , they're not learning” . (Headteacher, School C, Follow up)

Concentration and memory.

Pupils suggested at baseline that the introduction of outdoor learning within their school day would have an impact on their concentration and memory. From a positive perspective, this was discussed in relation to the feelings of comfort experienced by pupils;

“Yes , because when you’re outside you’re not all sweaty and you like can’t really concentrate that much when you’re like really sweaty but if you’re like outside you’re like nice and cool so it’ll help you listen better and concentrate better” . (Pupil, School B, Baseline)

However, the impact of distractions on concentration was also brought up during follow up focus groups, whereby pupils commented on greater distractions outside. Indeed, whether being outdoors had a positive or negative effect on their concentration was debated among pupils and even internally by one pupil who demonstrated both sides of the argument;

“I think it does [improve concentration] but then it doesn’t because it like helps people get more excited and it makes you listen more but then also it doesn’t because we’re all talking all the time outside and it’s a lot louder so a lot of the time we don’t listen to what the teacher says” . (Pupil, School A, Follow up) “You could get distracted by cute dogs walking past , you could get distracted by trees blowing , you could get distracted by say if another child or pupil or class has been let out to play early , get distracted by them , a netball match or anything like that , you can just easily get distracted outside rather than in the classroom” . (Pupil, School B, Baseline)

The increased space offered by learning outdoors was discussed by teachers who believed that this made pupils more focused on their learning;

“The only difficulty is I suppose is that sort of making your voice travel , and keeping them focused , but then you know , in class that there’s as much trouble there keeping them focused , because they’re sat close to each other on the carpet , you know , poking each other and stuff like that…I think if it’s clear , they go out , they’re focused on the task , they’ve got their own space to do it in , they’re not looking around , they’re not looking for distractions , they’re quite focused on what they’re doing” . (Teacher, School A, Baseline)

Key skills development.

Pupils and teachers discussed the range of skills that they could develop through engagement with outdoor learning, including communication and teamwork;

“I think that like it makes us like learn how to work as a team” . (Pupil, School C, Follow up) “They were much more able to collaborate outside as it’s kind of freedom of the class , they might work in different groups and , you know , you’re not expecting them , they share more easily” . (Teacher, School A, Follow up)

A range of other skills were discussed by teachers, including problem-solving, discussion skills and independence skills.

“The opportunity to work as a group , you know , they love the activities , and they get challenge activities , so they’ve got to use their problem solving skills , they’ve got discussion skills” . (Teacher, School B, Baseline)

Aside from learning specific skills, one headteacher believed that outdoor learning ensured children developed in a holistic way;

“Because it develops the whole child and it enables all of the children to develop those skills that children just don't seem to have . For us , we see children that haven't got the resilience , especially Year 6 children , they don’t have the resilience to deal with such normal childhood situations and matters because they haven't interacted enough , they haven't risk-taked…so we want the children to develop , the whole child , the ability to be good citizens , but if they've never worked in teams , if they've never lost , if they've never failed , they haven't got those resilience , and then they haven't got the perseverance then to keep on trying” . (Headteacher, School B, Follow up)

Health and wellbeing.

During the interviews, there was a feeling among pupils that an increase in utilisation of the outdoors would help to increase physical activity and fitness. Outdoor learning was seen as a means of providing an opportunity to reduce sedentary time associated with traditional classroom based lessons:

“Without going outside you can’t really keep fit and like indoors we’re pretty much just sitting down at a desk writing” . (Pupil, School B, Follow up)

Indeed, many pupils advocated for increased opportunities to be active during outdoor learning lessons;

“More exercise and like maybe more games because what we did was looking around and just marking things off” . (Pupil, School A, Follow up)

This included opportunities for increased physical activity as well as the addition of structured sports;

“If we were doing sports with it , not so much learning , but like sports as well learning” . (Pupil, School B, Follow up)

Alongside the physical health benefits, pupils remarked upon the emotional health benefits in terms of a feeling of happiness and how this had a knock on effect with willingness to attend school;

“Yes , less bored and I think it’s much happier to go to school” . (Pupil, School B, Follow up)

The discussion around wellbeing centred on the reduced sense of stress resulting from pupils learning outdoors;

“I think that they like us being outdoors because maybe they don’t like us feeling stressed because we could be stressed in the classroom and instead of being stressed we’re outdoors and we’re happy” . (Pupil, School B, follow up)

This stress reduction was not limited to children, with one teacher also commenting to feel less stressed as a result of the outdoor learning programme;

“And I just think it’s , yeah , I think it’s stress relieving for teachers as well as children ”. (Teacher, School A, follow up)

Indeed, for a few teachers, the introduction and responsibility of delivering outdoor learning provided them with a sense of increased personal wellbeing and in particular, job satisfaction at a time of extreme pressure;

“Just that happy that it’s happening really… felt like a breath of fresh air… , being told by management and the head , let’s get outdoors , it’s like feeling like someone’s taken the shackles off us and oppressive feeling , so it have felt like a bit of fresh air around the school and there’s a new buzz…my feeling is just like , wow , this is just what I came into teaching for” . (Teacher, School A, Baseline)

The overall positive and enjoyable experience of outdoor learning reported by children in this study is echoed by a high number of studies reporting children’s experience of the outdoors[ 36 , 46 , 47 ]. Pupils described how outdoor learning provided them with feelings of freedom and fun and discussed this in relation to an escape from the restricted, physical environment of the classroom. This also provided the opportunity for pupils to engage in and learn through play. This sense of freedom is reinforced in some of the earlier literature on outdoor learning, in which one of the main advantages of using the outdoor environment was the ability for children to learn through moving freely and play[ 48 ]. This freedom of the outdoors also provides children with important multisensory experiences that contributes towards improvements in motor development[ 49 ] and motor and sensory stimulation[ 50 ].

Pupils and teachers in this study commented on increased engagement with learning in the outdoors and overall school engagement. Research has demonstrated the ability of the natural environment to promote a desire to learn[ 47 ] and a positive relationship between learning and school motivation[ 51 ]. Teachers in our study suggested pupils’ learning was facilitated through the experiential pedagogy of outdoor learning. Greater pupil engagement is reinforced in the literature in relation to experiential learning and the different pedagogy of outdoor learning, such as less confined outdoor spaces and outdoor resources[ 29 ].

The notion felt by headteachers in this study that children have the right to be outdoors is supported by others[ 3 , 52 ]. The United Nations Convention on the Rights of the Child (UNCRC) movement[ 53 ] within schools has improved the understanding and application of children’s rights in recent years[ 54 ]. Teachers also felt that children have lost access to outdoor play environments. Indeed, the number of children participating in unstructured, outdoor play is decreasing and opportunities to access the natural environment are diminishing [ 55 ]. With this in mind, outdoor play through outdoor learning may be one of the only opportunities children have to experience the natural environment[ 11 , 56 ]. This engagement with and exposure to nature was cited as a benefit by pupils and teachers. At a time when environmental issues and sustainability are high on both the education and political agenda, outdoor learning provides the opportunity to encourage children to become environmentally aware and engage in pro-environmental behaviours throughout their life[ 57 ].

Whilst the positives of the environment and exposure to nature were discussed, safety was initially a concern by both pupils and teachers and has been mirrored in other outdoor learning studies[ 58 , 59 ]. However, whilst some pupils were concerned over safety in our study, feeling restricted by teachers was a negative by others. Research into teachers’ pedagogical practice outside the classroom found that teachers’ fears of class control outdoors triggers increased authoritative teaching practices[ 60 ]. Indeed, many pupils may thrive over the physical and risk taking challenges the outdoor environment offers[ 61 ] and removing all elements of risk may remove the fun aspect reported by pupils. Once outdoor learning was embedded in this study, teachers did not report any incidents and felt safety was less of a concern as children were more aware of boundaries. The need for an initial adjustment period has been raised in the literature, whereby once outdoor learning became embedded and students adjusted to the different learning environment, discipline became less of an issue and the rewards more apparent[ 30 ]. For the effective implementation of outdoor learning, it is essential for schools to consider the balance of risk and benefit in relation to perceived safety fears and opportunities for outdoor play.

Pupils also discussed the potential for distractions when working outdoors. Indeed, the outdoor environment transfers learning to a different learning space that requires children to balance their learning with background noise and distractions caused by the natural environment. Furthermore, the outdoor environment requires adaptions to teaching practice, and findings from this study suggest some teachers found transferring teaching from the classroom to the outdoors a challenge. Although the context of the outdoor environment provides different stimuli from the classroom that can distract pupils from learning, this also raises the question of teaching practice and the teachers’ ability to deliver meaningful activities that maintain pupils’ attention. Changes in teaching practice are a long-term process and require pedagogical development based on experience[ 60 ]. The teaching practice of outdoor learning was not assessed in this study and future research could incorporate this as a means of demonstrating best practice.

A key point of discussion by teachers was curriculum factors and accountability. This is unsurprising given the large amount of research showing curriculum pressure as a barrier to delivery of interventions in the school setting[ 2 , 62 ]. In relation to outdoor learning, research suggests that teachers’ values may be influenced by top-down, external curricular pressure, suggesting incongruity exists between the narrow measurements children are judged on and the wider aims of education[ 29 ]. In this study, teachers discussed feeling overburdened and initially viewing outdoor learning as an additional pressure. For outdoor learning to be successful, schools need to value it as a means of achieving curricular goals, not merely an add-on initiative or an activity in isolation to their teaching[ 34 ]. Indeed, research with teachers has suggested a clear focus on curriculum related benefits would encourage a higher uptake of outdoor learning[ 63 ]. Conversely, it is essential for education inspectorates to view and support outdoor learning as a method in achieving curricular aims and this should be mirrored in testing requirements in which schools are judged.

In this study, teachers highlighted the barrier of evidencing work in the outdoors. Possible methods to overcome this have been suggested including taking pictures of work conducted outdoors and asking children to annotate this, advocating for more shared practice with regards to methods of evidencing work done outdoors[ 46 ]. A report by the Welsh Education Inspectorate (ESTYN)[ 7 ] evaluating outdoor learning in Foundation Phase concluded that teachers assessed children’s learning ‘less often’ and ‘less well’ outdoors than in the classroom, allowing for important developmental milestones to be missed. With the current focus by education inspectorates on academic targets, particularly in the higher key stages, it is essential that educators develop appropriate methods and tools to assess these skill developments in line with curriculum testing requirements in order to find value in the outdoors as a setting for learning.

Teacher confidence as a barrier to outdoor learning was identified by teachers in this study and has been cited in previous research[ 11 ]. Teachers are considered agents of change in delivering school-based programmes[ 64 ] and factors such as teacher confidence and level of training can influence the delivery of these programmes[ 65 ]. Developing teacher confidence requires school-based, outdoor learning specific continuing professional development (CPD) training[ 27 ]. However, research into teacher CPD demonstrates that it takes about 30 hours of training to make a significant change in pedagogy[ 66 ]. This level of contact required with teachers is unlikely to be feasible within the scope of inset and training days, and given the current high demand on teacher workload. A longer term solution would be to provide more focus on outdoor learning specific training for older aged children in teacher training, though this would not support current teaching staff in need of development and training.

All schools in this study referred to the need for financial support. However, a report by Natural England stated that simply providing funding for outdoor learning activities was not the answer to increasing education outside the classroom, with many schools on low budgets demonstrating excellent practice in outdoor learning[ 63 ]. In addition to financial support, teachers in this study highlighted the importance of senior leadership and governor support and advocated for a whole-school approach through all levels of school staff. Research has demonstrated that senior staff support was a strong enabler for the uptake of outdoor learning, in addition to passionate, committed and enthusiastic teaching staff[ 63 ]Furthermore, wider support from parents and communities facilitates teachers’ intrinsic motivation to deliver outdoor learning[ 32 ].

Perceived improvements in concentration highlighted by both pupils and teachers in this study is supported by research on the role of the natural environment and concentration using ‘attention restoration theory’[ 67 , 68 ]. This theory suggests mental fatigue and concentration can be improved through the effective restorative environment of the outdoors. Improvements in behaviour were also cited by teachers, particularly the ability of outdoor learning to engage pupils with behavioural difficulties or additional learning needs. In addition, pupils and teachers commented on the positive impact on key skill development such as interpersonal and social skills and the enhancement of relationships through teamwork, all of which are recognised in the literature[ 11 ].

Pupils and teachers also discussed the health and wellbeing benefits of outdoor learning. Becker (2017)[ 13 ] highlighted physical activity (PA) and mental health as understudied outcomes. A benefit voiced by pupils in this study was the opportunity to be physically active and the reduction in time spent being sedentary. Pupils advocated for more opportunities to be active in outdoor lessons. With research demonstrating higher levels of PA being exhibited on outdoor learning days[ 69 ] and current upwards trends in sedentary behaviour, providing opportunities to be physically active during outdoor learning sessions could contribute to children’s overall physical activity.

Subjective improvements in both pupil and teacher wellbeing were also highlighted in this study and findings support outdoor learning as a means of improving children’s mental health and wellbeing. Research has demonstrated that exposure to the natural environment in primary school plays a significant role in improving positive mental health and wellbeing for pupils[ 70 , 71 ]. Results from a recent systematic review also demonstrated the importance of access to green space on child mental wellbeing, overall health and cognitive development[ 72 ]. Teachers also reported feelings of increased job satisfaction and wellbeing, a finding that is mirrored in the literature[ 8 ]. Teacher wellbeing is considered a critical factor in creating a stable environment for pupils to learn[ 73 ] and has been associated with academic achievement[ 74 ]. However, much of the discourse around teacher wellbeing has focussed on the reported stress, burnout, workload and decline in teacher retention in recent years[ 75 , 76 ]. With this in mind, the benefits to teacher wellbeing and increased job satisfaction cited in this study suggest that outdoor learning may provide an avenue in fostering teacher wellbeing and creating learning contexts for pupils to succeed and reach their full potential.

Results from this study highlight the potential for outdoor learning as a means of improving the health, wellbeing and education outcomes for children. Furthermore, findings reveal a number of barriers and facilitators to the effective implementation of outdoor learning. Future research into outdoor learning teaching practice would be welcomed in order to gain an understanding into pedagogical barriers and facilitators and to provide examples of best practice.

Strengths and limitations

Findings from this study explore detailed experiences of outdoor learning from those at the forefront of delivery and implementation, headteachers and teachers. In particular, this paper contributes to the gap in experiences reported directly by pupils. The knowledge gained through interviews and focus groups from a whole-school perspective provides an opportunity for schools to reflect on the facilitators and potential challenges of implementing outdoor learning. This understanding of the barriers that schools have experienced encourages prospective schools to design and deliver tailored outdoor learning programmes.

There are a number of limitations to review when considering the findings from this study. The schools participating in this study all had a percentage of pupils eligible to receive free school meals below the national average (19%) and thus would be considered less deprived. Another limitation is the small sample included in this study, in particular the homogeneity of the schools and participants in relation to ethnicity. This may limit the transferability of the findings and requires future research to include larger sample sizes of socio-economic, ethnically, culturally and geographically broader populations. The schools included in this study all had access to green space or the natural environment within close proximity to the school setting. However, access to and availability of the natural environment was not recorded in this study. It is important for future research to explore the experiences and implementation processes of schools with limited access to the natural outdoor settings. In addition, research into the investment of school grounds to increase green space would be welcomed, thus bringing nature to schools. Despite these limitations, this study contributes towards the understanding of barriers and facilitators of an outdoor learning programme within the primary school curriculum. These findings provide schools committed to implementing outdoor learning with case study examples to ensure effective implementation to improve the health, wellbeing and education outcomes of pupils. Further research involving quantitative assessments of health, wellbeing and education outcomes would strengthen the knowledge base for schools and education inspectorates.

Conclusions

Participants in this study supported the case for outdoor learning in the KS2 curriculum, identifying benefits ranging across the personal, social, physical and curricular domains. The schools in this study reported a variety of benefits of outdoor learning for both the child and the teacher and for improving health, wellbeing, education and engagement in school. Findings highlight that outdoor learning has the ability to enthuse, engage and support children of all learning abilities in reaching curricular aims alongside positive improvements to health and wellbeing. With the relationship between education and health well documented throughout the life course, this study supports outdoor learning as a method of facilitating pupils in achieving their academic potential, improving educational experiences and attainment and ultimately improving future health outcomes and employment pathways.

Importantly, this study contributes to the gap in experiences reported by both pupils and teachers of outdoor learning programmes in the older ages of primary schools. Findings from this study offer schools important insights into the barriers and facilitators of implementing a regular outdoor learning programme within the KS2 curriculum. However, these findings highlight the gap that exists between the health, wellbeing and wider educational benefits achieved through outdoor learning, the lack of tools in evidencing these and the narrow measurements in which schools are judged on by education inspectorates. Results from this study advocate for additional help and support from education inspectorates to enable schools to feel that ‘non-traditional’ learning methods are valued and can address the curriculum pressures in which schools are measured on. More support, training and engagement for schools as well as direction from inspectorates is required if outdoor learning is to become a more mainstream method in addressing curriculum aims.

Supporting information

S1 appendix. consolidated criteria for reporting qualitative studies checklist..

https://doi.org/10.1371/journal.pone.0212242.s001

S2 Appendix. Focus group and interview topic guides.

https://doi.org/10.1371/journal.pone.0212242.s002

S3 Appendix. Themes and sub-themes.

https://doi.org/10.1371/journal.pone.0212242.s003

Acknowledgments

The authors would like to thank all participating schools, headteachers, teachers and pupils that took part in this study. This work was supported by the National Centre for Population Health and Wellbeing Research.

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• 75. Department for Education. Factors affecting teacher retention: qualitative investigation [Internet]. 2018 [cited 2019 Jan 11]. Available from: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/686947/Factors_affecting_teacher_retention_-_qualitative_investigation.pdf

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Outdoor Learning and Advanced Problem-Solving

By Leslie Morrison, CTD Summer Leapfrog Coordinator,  Revised by Adam Schalke, CTD Program Assistant

“It seems to me that we all look at nature too much, and live with her too little.”   -Oscar Wilde 

CTD will be keeping the majority of its summer programs online this summer in the interest of the health and safety of its families, educators, and staff. However, we do not expect our students to spend their entire summer indoors in front of a device. In fact, the courses in CTD’s summer programs are activity-based, and many embrace the unique benefits of outdoor learning. Learning in an outdoor environment, whether that’s a student’s backyard, a park, or some other natural space, has the potential to stimulate creative thinking, develop problem-solving skills, and teach students to adapt and learn from their mistakes more effectively.  

Outdoor Learning and Advanced Problem-Solving 

How might an outdoor classroom enhance learning for younger students? In outdoor learning environments, students can experience hands-on opportunities for learning, and engage in authentic problem-solving in ways that could not be experienced with the same depth in an indoor classroom. For example,  in one study , a small group of children wanted to create a rope swing in an outdoor area. The teacher provided the rope and modeled how to tie knots, and then the students took charge at that point. The students figured out that there were important steps they needed to take to create a functioning swing, from deciding that a large stick would be used for the seat to measuring out the length of the rope. This was a collaborative, higher-order problem-solving activity that was also highly motivating for students.  Additionally, rich conversations developed as they worked towards completion of their unique swing. In a time of distance learning, this could be accomplished with a student and their parent, or with a peer under certain circumstances meant to better ensure safety. 

Mistakes and Persistence 

Outdoor learning experiences allow  students of all ages  to experience risk and adventure at a developmentally appropriate pace. Risk-taking is critical to advancing children’s learning. But in some instances, and often for gifted and talented children, students can become risk-averse. Because some gifted students are perfectionists, they may not want to risk failure in unfamiliar tasks. Their motivation can waver, and they may not want to try, or try more than once. When students “play it safe” in their learning, their creativity and higher-order problem-solving can be stifled, leaving messier but fruitful learning experiences to the side. 

With outdoor learning, such as a wilderness challenge, students work collaboratively on projects. Students can quickly identify mistakes and make modifications, since the learning experiences are so immediate and concrete. Students often draw on skills that they likely don’t exhibit in a traditional classroom, which  builds confidence and excitement  for learning. Outdoor learning offers students a new way of discovering how failures can lead to new understandings. They can figure out how to make a lean-to shelter that doesn’t fall down, or propose new ways to make a working solar oven, or just keep trying until they make a swing that actually works.  

CTD is happy to offer an array of courses this summer that either feature or are greatly enhanced by outdoor learning. Some of our outdoor online learning offerings include: 

• Animal Adaptations (Gr. 2-3)  
• Writing & Architecture for Mythical Creatures, grades 2-3
• Our Environment: The Human Footprint (Gr. 3-5)  
• Green Design & Architecture, grades 4-5
• Backyard Ecologists (Gr. 4-6)  

Forest Schools: Fires, Trees, and Mud Pies 

https://www.theguardian.com/education/2014/dec/09/the-school-in-the-woods-outdoor-education-modern-britain  

Self-esteem and Successful Interaction as Part of the Forest School Project 

http://onlinelibrary.wiley.com/doi/10.1111/j.0268-2141.2004.00337.x/epdf  

The Effect of Environment-Based Education on Students’ Achievement Motivation 

http://www.seer.org/pages/research/AthmanandMonroeJIR2004.pdf  

Preschool without Walls 

http://www.nytimes.com/2015/12/31/fashion/outdoor-preschool-in-nature.html  

Back to School, Back Outdoors: Executive Summary 

https://www.nwf.org/pdf/Be%20Out%20There/Back%20to%20School%20full%20report.pdf  

5 Benefits of Outdoor Education 

https://www.edutopia.org/blog/5-benefits-of-outdoor-education-michael-becker  

Early Childhood Education Takes to the Outdoors 

https://www.edutopia.org/early-childhood-outdoor-education-waldkindergarten  

2023 © Northwestern University Center for Talent Development

Outdoor Learning: The Ultimate Student Engagement Hack?

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On any given day, you might find students from Centreville Elementary attending class at one of the school’s 17 outdoor learning spaces, taking a nature walk, checking on the trout they’ve grown from eggs in a classroom tank, or working with classmates on how they can apply the most recent United Nations’ sustainability goals to their own school community.

Centreville Elementary is not an alternative school; nor is it set in a remote corner of the country. Situated in suburban Fairfax County in Virginia, it’s simply a public elementary school whose long-standing commitment to outdoor learning predates the pandemic—when many schools adopted outdoor learning as a way to return safely to in-person learning. Centreville Elementary has long had two permanent outdoor classrooms and treasured its tradition of participating in Trout in the Classroom , an environmental program that guides schools on how to raise trout and release them into the wild.

Joshua Douds, the school’s principal, started the program at Centreville Elementary when he was a special education teacher under the leadership of then-Principal Dwayne Young.

“He [Young] had all the staff read the book No Child Left Inside . And he challenged teachers to spend an hour outside each day with their students,” said Douds. “There were no stipulations. He just said, ‘Get outside for an hour each day.’ That’s where the whole thing started.”

Young retired in 2017, but his legacy of promoting outdoor education has taken root, and Douds believes the students are better off because of it. “We do a lot of informal surveys with kids. They often say that they love being outdoors and they feel cooped up in classrooms. They feel freer when they’re able to investigate outside,” he said.

Douds emphasizes that learning outdoors is not about simply teaching a math lesson outside: “Outdoor learning is when we’re using the environmental objects to help teach the lessons.”

He cites a math class learning multiplication outdoors, where students might count the weeds in a section of grass and use multiplication to determine how many weeds are in the whole field.

“They’re looking at trees. They’re looking at symmetry. They’re looking at how different patterns appear in nature. They enjoy that. It incorporates nature into what they’re doing. It ties it to real life,” Douds said.

In many ways, outdoor learning stands in sharp contrast to the current educational system: heavy on standardized assessments, long hours spent in classrooms, and curricula that tend to lack direct links to experiential learning. These factors may be contributing to the problems facing K-12 education. Upward of 60 percent of America’s high school students are chronically disengaged at school—meaning they are inattentive, exert little to no effort, do not complete tasks, and claim to be bored—according to the National Research Council .

Further, about 26 percent of K-12 students were chronically absent (missing at least 10 percent of a school year) in 2023, according to a report by the American Enterprise Institute . Amid these woeful statistics, outdoor learning presents a potentially attractive alternative, advocates argue.

Proof that outdoor play and learning reaps benefits

But in most schools in the United States, time outdoors, whether to play or learn, is a minimal part of the day and prone to disruption. Elementary school students spend an average of 25 minutes outdoors for recess daily, according to the Centers for Disease Control and Prevention . What’s more, in a 2018 survey of 500 elementary teachers, nearly 90 percent acknowledged decreasing or taking away recess time as punishment for bad behavior. That was the case despite a number of recent studies showing that kids who routinely play outside are “smarter, happier, more attentive, and less anxious” than kids who spend more time indoors.

In a systematic review of 147 studies on nature-specific outdoor learning experiences in K-12 educational settings, researchers sought to determine their effects on students’ personal and social development, well-being, and academic progress. The range of outdoor learning experiences included curricular lessons in the local outdoor setting; working in school or community gardens; and adventure education. “Nature-specific outdoor learning has measurable socio-emotional, academic, and well-being benefits and should be incorporated into every child’s school experience with reference to their local context,” concluded the study authors, reporting in 2022 in the journal Front Public Health .

Overcoming obstacles to outdoor learning

Benefits notwithstanding, outdoor learning in K-12 schools remains the exception rather than the norm. Misperceptions and practical obstacles can get in the way, but advocates say solutions often exist.

Students who aren’t accustomed to being outside for learning, for instance, may associate it with recess and behave accordingly. That problem can be remedied, supporters argue, if outdoor learning becomes routine.

But establishing that routine is less likely in U.S. elementary schools than elsewhere. A 2018 survey of more than 700 elementary teachers from Australia, Canada, the United Kingdom, and the United States found that American teachers were far less likely to take lessons outdoors than teachers from other developed countries; fewer than 30 percent of American teachers surveyed reported taking lessons outdoors even once a month.

Creative solutions can overcome practical obstacles to outdoor learning, such as space and funding limitations. Centreville’s general budget does not support all the school’s outdoor learning initiatives, for instance. But Douds said donations lend additional support, as do grants—something the school’s outdoor learning specialist has become expert at identifying.

Further, not every school’s campus provides an ideal backdrop for outdoor learning. In response, Douds encourages schools to think about how they can use their existing resources. They might grow a “green wall” indoors, for example, if conditions outside don’t permit classes to sit amid flora and fauna.

Strategies for success: leadership ‘champions’ and student-driven initiatives

While the research showcases the benefits of outdoor learning, there’s no specific template on how to make it happen. But the strategies that have allowed outdoor learning to become a permanent part of student life at Centreville Elementary, recently recognized as one of the Top Ten Green Schools in the nation, offer some sound ideas.

As Douds noted, having a principal who strongly encouraged teachers to find ways to incorporate the outdoors into every school day made it not only acceptable but desirable to take learning outside. That support has extended throughout the district.

In 2019, the Fairfax County governing board and the county school board formed the Joint Environmental Task Force, with an eye toward increasing student access to environmental stewardship opportunities and outdoor learning experiences. The Fairfax County school district expanded its commitment to outdoor learning by hiring outdoor learning specialists, or Get2Green leaders, at every one of its schools, beginning this school year.

Giving students choices and prominent roles in their learning tends to make them more invested in it. And, while Centreville acts on its commitment to exposing every student to outdoor learning, the school offers additional opportunities for students to get even more involved in related sustainability learning projects.

Centreville’s Green Team is a prime example. Student members get to school 45 minutes early once a week and, under the guidance of a staff member, review current U.N. Sustainability Goals , propose adopting one of them for their school community, and then develop a proposal on how to apply it to their campus, Douds explained. Their efforts have resulted in the placement of bluebird boxes on campus, and they’re currently working on a project in which they collect food not consumed at the school cafeteria and deliver it to a local food pantry or homeless shelter.

Douds emphasized the student-driven nature of initiatives like the school’s Green Team, citing examples that include student members proactively scheduling meetings with him to discuss the projects they’re advocating. “It’s giving these kids a voice. And that is where true learning and advocacy come from,” said Douds. “It’s pretty impressive to see.”

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