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Tag: Healthy Schools

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Travis R. Dunlap and Linda Lemasters.

Outdoor learning is a trending topic in education research, and the benefits of outdoor classrooms are increasingly viewed as indispensable. While it would seem that children in the 21st century spend less time outdoors than previous generations, researchers have reinvigorated conversation on the importance of our children’s relationship to natural environments. Exposure to the natural world is recognized increasingly as an integral component of students’ development and education, and outdoor classrooms are an instrumental way to foster the reconnection of students with nature.

 

Outdoor learning provides very positive outcomes in the cognitive, physical, and social development of students. Researchers have demonstrated numerous advantages for students’ learning experiences in natural environments. For example, children who have contact with nature tend to score higher on tests involving concentration and self-discipline.[1] A reverse correlation also exists: the lack of a connection to the outside may exacerbate Attention Deficit Disorder (ADD) in children.[2] Additionally, the physiological benefits of children’s involvement with nature cannot be ignored. For example, researchers have concluded that exposure to natural light reduces the risk of nearsightedness. Social and psychological benefits also are noted. As an example, when students play in a natural environment, their play is more imaginative, and these children show heightened language skills and greater ability for collaboration.[3] These are just a few of the many advantages of outdoor learning. Consequently, schools around the world are embracing the outdoor classroom model to maximize the related learning and behavior outcomes for students.

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[1] Andrea Faber Taylor and Frances E. Kuo, “Coping with ADD: The Surprising Connection to Green Play Settings,” Environment and Behavior 33, no. 1 (2001): 54–77.

[2] Richard Louv, Last Child in the Woods: Saving Our Children From Nature-Deficit Disorder, Updated and Expanded edition (Chapel Hill, N.C: Algonquin Books, 2008), 48.

[3] Robin C. Moore and Herb H. Wong, Natural Learning: The Life of an Environmental Schoolyard. Creating Environments for Rediscovering Nature’s Way of Teaching. (Berkeley, CA: MIG Communications, 1997); Ingunn Fjortoft, “The Natural Environment as a Playground for Children: The Impact of Outdoor Play Activities in Pre-Primary School Children,” Early Childhood Education Journal 29, no. 2 (January 2001): 111–17.

 

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Bruce Buchanan, 2007

Seven years ago, teacher Carol O’Brien was concerned about the indoor air quality at her school, King-Murphy Elementary in Evergreen, Colo. “Our school sits on a steep hillside and the buses delivered kids below the school. Air currents being what they are, the exhaust traveled up the hill and into the school,” O’Brien says. In addition, she saw furnace filters in her classroom “dripping with dust” and realized that mold and other airborne contaminants were circulating through the air.

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Healthy Schools Network, 2005

Students who attend schools with environmental hazards that impact indoor air quality are more likely to miss class, and therefore lose learning opportunities.

Yet school environmental health and safety remains largely unregulated and there is no state or federal agency in charge of protecting children’s environmental health in schools. This report, School Facilities and Student Health, Achievement, and Attendance: A Data Analysis, looks at information compiled from all public schools in two New York counties, and from a select group of schools from around the state that have reported environmental health and safety problems.

The findings show that, despite the lack of an up-to-date system for collecting data on environmental hazards in schools, it is still possible to correlate existing information with state funding to repair hazards and to show that unhealthy schools rob students of valuable classroom learning time.

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Florida Department of Environmental Protection, 2007

Hazardous materials can be found in many programs and areas within a school. These include art classrooms; science stockrooms and laboratories; auto, metal and wood shop classes; photography darkrooms; printing rooms; and grounds maintenance and custodial departments. Mercury thermometers or mercury blood pressure sphygmomanometers may be present in nurses’ offices. Often, these chemicals are not well managed: they are stored in the wrong place, in decrepit containers, and alongside other chemicals with which they are incompatible. Because staff often does not know what to do with old chemicals that are no longer used, the chemicals are kept, sometimes for decades, after which time many chemicals deteriorate, become contaminated or even unstable.

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California Department of Education, 2006

Childhood obesity has become an epidemic that is sweeping the nation. The American Heart Association’s report A Nation at Risk discusses the rapidly increasing incidence of obesity in the United States and notes “if childhood obesity continues to increase, it could . . . cause our current generation of children to become the first generation in American history to live shorter lives than their parents.”

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School Planning and Management, 2015

n February, SP&M’s 20th Annual School Construction Report noted that of the $14 billion in school construction during 2014, $6.3 billion of the total (45 percent) was spent to enlarge and upgrade existing buildings, roughly half of that for retrofitting and modernization. The report, which also announced a fourth consecutive year of school construction growth, followed the October release of the U.S. Environmental Protection Agency’s first ever Energy Savings Plus Health guide, subtitled Indoor Air Quality Guidelines for School Building Upgrades.

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School Planning & Management Article

In February, SP&M’s 20th Annual School Construction Report noted that of the $14 billion in school construction during 2014, $6.3 billion of the total (45 percent) was spent to enlarge and upgrade existing buildings, roughly half of that for retrofitting and modernization. The report, which also announced a fourth consecutive year of school construction growth, followed the October release of the U.S. Environmental Protection Agency’s first ever Energy Savings Plus Health guide, subtitled Indoor Air Quality Guidelines for School Building Upgrades.

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By T. R. Dunlap

The topics of outdoor learning and outdoor classrooms are trending in education conversation and research. Recently, there have been many articles in education and scientific journals as well as in popular magazines and websites on the many reasons schools should embrace outdoor learning. Outdoor learning is increasingly viewed as a powerful way to engage students in the educational experience and to foster a greater appreciation for the natural world. Schools have implemented the development of outdoor classrooms as one approach to embrace outdoor learning for their students. Researchers, educators, administrators, and facility managers are looking into how outdoor classrooms could provide a positive impact on student success. Here are three good reasons why your school should consider investing in an outdoor learning program and the building of an outdoor classroom.

  1. Outdoor Learning Positively Affects Physical Health

The need for and benefits of outdoor learning are frequently discussed in light of perceived health crises among American children. Here are just two examples of physical benefits outdoor learning may offer student.

First, outdoor learning gets students moving. The USA has a gathering storm from the factors of childhood malnutrition, obesity, and lack of physical activity. The average American child spends as few as 30 minutes playing outdoors each day (National Wildlife Federation), and many believe that our children are more inactive and obese than in previous generations. We need to get kids moving! Outdoor learning is a great way to provide students opportunity to move and explore and, hopefully, become healthier.

Second, outdoor learning reconnects kids with the power of ‘solar energy’. The sun has always held benefits for human development and health—of course, one must consider the need for sunscreen and proper hydration for the students. We are all aware of the need for vitamin D, which the sun provides to us naturally. Students who are stuck indoors during the school day can miss out on this very needed health benefit. In addition, natural light can help our kids see well. The natural light one experiences outdoors reduces the risk of nearsightedness. When compared to the lighting of our inside environments, there’s nothing quite like light of the natural world (Nutt, 2014). Outdoor classrooms are one way to capitalize on the physical advantages of outdoor learning.

  1. There are Cognitive Benefits to Outdoor Learning

Recently, there have been a number of articles on how outdoor learning can make kids smarter, improve children’s memory and attention, and even help kids with autism. We now know that children’s awareness, reasoning, and observational skills are improved in their cognitive development with an increased exposure to nature (Pyle, 2002). The cognitive advantage of outdoor learning is seen in academic performance. For example, children who have increased contact with the outdoors score higher on tests of concentration and self-discipline (Wells, 2000; Taylor, Kuo, & Sullivan, 2002). In an age of heightened pressure for student performance, why not consider using outdoor classrooms to bolster student learning and achievement?

  1. Outdoor Learning Helps the Socialization of Students

Finally, researchers have noted that outdoor learning leads to positive outcomes in students’ social development. Some have argued that nature stimulates social interaction between children much more than indoor learning environments (Bixler, Floyd, & Hammit, 2002). When learning outdoors, students work more collaboratively as they explore the natural world together. An outdoor classroom provides opportunities for students to interact and learn in new and different ways, and the social benefits should not be underestimated.

There are many other considerations that should be given to the implementation of outdoor learning programs in our schools, but the most obvious among them are the physical, cognitive, and social benefits of outdoor learning. As your school or district considers investing in or expanding an outdoor classroom, keep in mind the many advantages this type of education facility will have for your students.

 

T. R. Dunlap is a research assistant for George Washington University in the Education Facilities Clearinghouse. After having worked as a foreign language educator, he now researches topics relevant to education facilities and their improvements.

References:

Bixler, R. D., Floyd, M. E. & Hammitt, W. E. (2002). Environmental socialization: Quantitative tests of the childhood play hypothesis. Environment and Behavior, 34(6), 795-818.

Ellis Nutt, A., ‘Go play outside, kids:’ Natural light reduces risk of nearsightedness in children, scientists say, (2014) The Washington Post Retrieved from http://www.washingtonpost.com/news/to-your-health/wp/2014/11/28/go-play-outside-kids-natural-light-reduces-risk-of-nearsightedness-in-children-scientists-say/.

Lieberman G. A., & Hoody, L. L. (1998). Closing the achievement gap: Using the environment as an integrating context for learning. San Diego, Calif: State Education and Environment Roundtable.

National Wildlife Federation, Health benefits (n.d.) Retrieved from http://www.nwf.org/what-we-do/kids-and-nature/why-get-kids-outside/health-benefits.aspx.

Pyle, R. (2002). Eden in a vacant lot: Special places, species and kids in community of life. Children and Nature: Psychological, Sociocultural and Evolutionary Investigations. Kahn, P.H. and Kellert, S.R. (eds) Cambridge: MIT Press.

Taylor, A. F., Kuo, F.E., & Sullivan, W.C. (2002). Views of nature and self-discipline: evidence from inner city children. Journal of Environmental Psychology, 22, 49-63.

Wells, N. M. (2000). At home with nature, effects of "greenness" on children's cognitive functioning. Environment and Behavior, 32(6), 775-795.

 

 

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U. S. Environmental Protection Program

The U.S. Environmental Protection Agency (EPA) has developed these voluntary guidelines to assist states in establishing and implementing environmental health programs for K-12 schools in accordance with the Energy Independence & Security Act of 2007. In carrying out this statutory mandate, EPA, along with its federal partners, developed these guidelines to help states establish the infrastructure needed to support schools in implementing school environmental health programs. The practices recommended within these guidelines can also be applied, with appropriate adaptation, to a wide range of school related institutions, including child care and early learning centers.

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By Learning Through Landscapes.

Childhood has changed dramatically in recent decades. One of the most significant changes has been the decline of children’s playful and self-led exploration of the natural world. We’re realising that this ‘extinction of experience’ has negative impacts on children’s health and wellbeing. Putting this more positively, we’re beginning to understand the ways in which regular access to quality natural spaces can help address some of the most pressing challenges facing children today.

Good outdoor environments encourage children to be physically active and to develop physical skills and confidence. They can foster the development of collaboration, social skills, creativity and positive behaviour. Regular access to nature provides a refuge from bustle and hassle, helping to alleviate stress and support positive emotional wellbeing. Playful interaction with nature encourages an understanding of and appreciation for the natural world. Teachers are discovering that the outdoors is often a better place to learn than indoors, bringing learning to life and opening up opportunities that are simply unavailable in the classroom. And when children are closely involved in developing and looking after their outdoor environment, it helps to develop their sense of belonging, participation, respect and pride. Together, these factors can contribute positively and significantly to children’s physical and emotional health but they also encourage health promoting habits and attitudes that have
a lasting impact into adulthood.

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