“In the end we will conserve only what we love; we will love only what we understand; and we will understand only what we are taught.” – Baba Dioum, 1968

You’re sitting at a tiny desk under the flickering fluorescent lights of an elementary school classroom, the desk’s surface so small that your notebook pages flop off the side. If you even have a notebook, that is — it’s now more likely that you have a laptop or iPad in front of you. 

Now, imagine you’re outside, enjoying your science lesson under the warmth of the afternoon sun. Perhaps you’re sitting on the grass, or on a picnic bench, or on wood stumps turned into chairs. Or you might be on your hands and knees in the dirt, planting seedlings in the school’s garden. Maybe you’re lucky and a caterpillar creeps out of the mud, or a butterfly flits by!

This second vision of education isn’t too good to be true — it is (and has long been) a reality in many places. Outdoor learning is a well-established concept, but is often overlooked in the face of new technologies making their way into the classroom. But now, some researchers and educators are increasingly weighing the benefits of taking learning outdoors for a new reason: to promote strong relationships between young students and the environment in the face of the climate crisis.

The benefits of education outdoors

In general, spending time outdoors has numerous benefits for young students, such as encouraging regular physical activity and strengthening their immune systems and resilience, including resistance to infectious diseases.

Learning outside specifically has also proved to be beneficial, especially when consistent, even for intervals as short as 10 minutes. Students have experienced improved academic performances, cognitive benefits, and even a greater motivation to learn. 

While one might assume that being outside would be distracting, researchers have observed that nature’s “rejuvenating” and stress-relieving effects, along with the calmer and quieter environment it offers for learning, have actually improved students’ focus and motivation. In one study of kindergarten classes, teachers found their students were less distracted and needed less behavioral redirection when in an outdoor classroom. Another study even found that kindergarteners with special needs both enjoyed learning more and were more behaviorally engaged in an outdoor classroom. 

This kind of experiential education in nature is not a new concept. For centuries, Indigenous communities have practiced Traditional Ecological Knowledge (TEK), wisdom accumulated through direct contact with the environment that’s passed down through generations, grounding learning in lived relationships with nature.

The idea of outdoor classrooms and learning outside has gained traction in recent years, as schools across the country began taking learning outdoors to stay open during the COVID-19 pandemic. The Centers for Disease Control and Prevention (CDC) encouraged K–12 schools to provide ample fresh air for both students and educators to limit the spread of the virus, and as a result, schools and districts that had not previously utilized forms of outdoor learning sought ways to implement it. From Washington, D.C., to Maine to Colorado, many schools have invested heavily in outdoor learning opportunities and classroom spaces as a result of the pandemic. 

Learning to love a planet at risk

Outdoor learning is not only beneficial to students’ health and learning: It’s a key strategy for fostering pro-environmental attitudes and behavior among them. If environmental education doesn’t help students build a meaningful relationship with nature, it risks being abstract and ineffective. Outdoor education, on the other hand, means giving students hands-on access to the world around them. In the face of the climate crisis, taking education outside is no longer just an option — it’s essential.

Fostering a sense of connection with the natural world is especially crucial for today’s youth, who will disproportionately bear the biggest burdens of climate change.

Many young people are already deeply concerned about the environment, driven by a growing awareness that they will inherit the consequences of our warming planet. But researchers argue that environmentally friendly behavior will not stem from fear or knowledge alone; learning about extinct species or seeing photos of environmental destruction won’t prompt students to take action if they have no bond with the world around them. The opportunity to form a relationship with nature is a vital precursor to developing feelings of love and care toward it, and in turn feeling compelled to protect it.

And although it’s never too late to start, the most influential time to build a strong relationship with nature is during a child’s formative years, from birth to age eight. This makes outdoor learning and learning about the outdoors extremely important for young children.

However, we can’t forget that opportunities for learning outdoors aren’t feasible everywhere, often due to the worsening effects of climate change. For instance, extreme heat can make it dangerous for children to spend time outside because their regulatory systems are less developed than adults’. Children are also more vulnerable to developing asthma and other respiratory problems from air pollution, as they breathe in more air relative to their body weight than adults do, which increases their exposure to pollutants. With this in mind, it’s crucial to consider and monitor environmental conditions to ensure that they’re fit for outdoor learning — and teach students about how and why these conditions persist.

How to head outside

Formalizing outdoor learning, such as through constructing an outdoor classroom or revising curricula, may seem daunting or face logistical barriers, but it’s easy to start small by allowing students to spend a few extra minutes outside every day. But this isn’t just recess — educators need to make these minutes intentional, and encourage students to notice the wonders of the natural world around them. 

Many schools are already taking steps in the right direction. For example, a kindergarten class in Ohio makes syrup from the maple trees in their outdoor classroom each spring, while teaching students about how climate change is affecting the timing of sap collection. In Nebraska, schools are utilizing outdoor classrooms to teach a variety of subjects beyond science, such as math, language arts, and social studies, with learning opportunities like analyzing data on air temperatures and precipitation or doing projects on local wildlife.

Even in bustling urban environments, like New York City, there are still opportunities for outdoor learning. Programs through the City Parks Foundation teach students about the importance of urban gardens, while NYC Outward Bound Schools lead outdoor adventure programming as a cornerstone of its goal to promote social, emotional, and academic development.

For many students, the classroom remains confined to four walls and defined by rows of desks, whiteboards, and computer screens. But as the climate crisis continues to worsen, we can no longer afford to debate if outdoor learning is beneficial. The focus has to be on how we can successfully implement it to foster genuine relationships between students and the environment around them, before it’s too late to help the planet.