Support factors and barriers to education outside of the classroom in elementary schools: A systemic perspective

• In Event: Excellence in Education Research: Early Career Scholars and Their Work

Abstract

Support factors and barriers to education outside of the classroom in elementary schools: A systemic perspective

Outdoor learning offers a range of benefits for children, including cognitive, social-emotional, and physical health benefits. Whereas outdoor learning is often firmly integrated into preschool settings, it is less common in public elementary schools. The goal of this was to understand teachers’ perspectives on outdoor learning and their perceptions on barriers and support factors for outdoor learning in public elementary schools. Thirty-six elementary school teachers (all female teachers; Mean age = 43.84, SD = 10) participated in one of five virtual focus groups. Focus groups were semi-structured and implemented by a researcher who is also an elementary school teacher. Questions/prompts facilitated a discussion on teachers experiences with outdoor learning in schools, and their perspectives on barriers and supports for outdoor learning in the public school system. Data were transcribed verbatim and coded in NVivo to reveal main themes. Four major interrelated themes described main barriers and support factors for outdoor learning: 1) Teacher characteristics: interest/motivation to teach outdoors, preparedness, confidence for handling potential challenges; 2) Systemic factors: principal support, school/district policies, district resources, school’s bell schedule; 3) Culture: school culture, societal beliefs about education, families’ cultural backgrounds; 4) Environmental factors: weather, access to built/natural environment, hazards. Strategies to overcome barriers (e.g., gear lending library to equip children who come to school not dressed for the weather) were discussed. Our findings reveal the importance for systemic support for outdoor learning, and inform planning and decision making processes in schools.

Authors

• Eva Oberle, The University of British Columbia, Canada

• Megan Zeni, Curriculum and Pedagogy, EDCP

• Fritha Munday, British Columbia Ministry of Health