Peer-reviewed research2017–2026 update
Beyond The Classroom: Exploring Outdoor Learning in Canadian Schools
Interviews with Canadian children and educators, plus a geographical scan with policymakers, point to the interconnected support and buy-in needed at policy, administrator and educator levels for outdoor learning to benefit children.
What's new
This study set out to understand the benefits, challenges and supports for outdoor learning in Canada, with a focus on equitable access. It had three parts: interviews with children, interviews with educators, and a geographical scan with policymakers. It used a framework that encouraged participants to shape the research. Themes included risks, the role of administration, policy, equity, and a diversity of challenges. The results provided insight into how policy-, administrator- and educator-level supports and buy-in connect, and why they are necessary for children to feel the benefits of outdoor learning.
Why it matters in Aotearoa
The study's focus on equitable access and on how the different levels of support connect is relevant to EOTC planning in Aotearoa. It suggests that support is needed beyond individual teachers.
Putting it into practice
Map who needs to support outdoor learning at your school, from board and principal to teachers. Check whether all students have fair access to these opportunities.
How strong is the evidence
This is a qualitative study, and the abstract does not give sample sizes. Treat it as exploratory.
What to read
The themes on administration, policy and equity.