Support Factors and Barriers for Outdoor Learning in Elementary Schools: A Systemic Perspective

ABSTRACT

Background

Outdoor learning offers clear physical, cognitive, social-emotional and academic benefits for children and yet, it is considered a grassroots approach to teaching and learning in elementary schools.

Purpose

We examined teachers’ perspectives on barriers and supports for outdoor learning in public elementary schools.

Methods

Thirty-six teachers in (urban and rural) British Columbia, Alberta, and Ontario (all female; Mean age = 43.84, SD = 10) participated in one of five virtually administered, semi-structured focus groups. Questions/prompts facilitated a discussion on teachers’ experiences with barriers and supports for outdoor learning. Thematic analysis was used to identify main themes.

Results

Four interrelated themes and further sub-themes were found: 1) Teacher characteristics: interest/motivation to teach outdoors, preparedness, confidence in handling risks; 2) Systemic factors: principal support, school/district policies, funding/resources, curriculum, school schedule; 3) Culture: school culture, societal beliefs about education, family backgrounds; 4) Environmental factors: weather, built/natural environment, hazards.

Discussion

Systemic support is needed to integrate outdoor learning in schools.

Translation to Health Education Practice

The findings in this study are relevant to health education specialists particularly focused on elementary school education.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Social Sciences and Humanities Research Council of Canada [F18-04482].