Peer-reviewed research2017–2026 update
Outdoor Learning in Rural Schools: Lessons From a Positive Outlier Case Study
In a rural Maine K–12 school that stands out for outdoor learning, key facilitators were building it into the regular school day and curriculum, professional development, long-term planning and links to local culture.
What's new
The researchers surveyed administrators and physical education teachers at all K–12 inclusive schools in Maine and identified a small rural school as a positive outlier for outdoor learning and activity. The study then included multiple interviews with educators and administrators, a site visit, and two components of the Rural Active Living Assessment, which were used to build a case narrative. Key facilitators were scheduling outdoor learning in the regular school day and curriculum, offering related professional development and curriculum connections for teachers, planning for long-term sustainability, and linking outdoor curricula to local culture.
Why it matters in Aotearoa
Many schools in Aotearoa are small and rural. The study offers practical strategies for making outdoor learning a normal part of school life, including connecting it with local culture.
Putting it into practice
Timetable outdoor learning into the regular school week. Pair it with professional development for staff and a plan for keeping the programme going over the long term.
How strong is the evidence
This is a single positive-outlier case study drawing on several data sources. Its strategies come from one school and may need adapting elsewhere.
What to read
The case narrative and the list of facilitators.