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Just outside the doors of Stearns Junior-Senior High School in Millinocket, ��������, students and staff have access to world-class outdoor recreation opportunities: paddling, mountain biking, skiing and, of course, hiking in nearby Baxter State Park.

For Stearns English teacher Anna Loome, the region’s natural resources serve as a classroom where she provides outdoor instruction to middle and high school students. The classes cover the fundamentals of wilderness preparedness and safety, including navigation, trail building and maintenance and outdoor cooking, as well as the skills needed to take part in outdoor activities for all seasons. Loome has even led students on overnight trips to Haskell Hut in Katahdin Woods and Waters National Monument.

“We have a mix of students who have done a lot of things already, and students who have never done any of it. So we try to offer something for everyone,” Loome said. “My goal is to help kids get access to the skills they need to participate in a lot of the amazing recreational activities we have right in our backyard.” 

While some schools like Stearns have offered outdoor programming for decades, others struggle to provide such learning opportunities. That’s why a new study led by University of �������� researchers and published in identifies strategies to make it easier for schools to make outdoor education part of their school curricula and culture.

“There’s a lot of research that shows decreased behavioral issues, better self-regulation, increased motor-skill development, improved social skills. Some research suggests that it can help with chronic absenteeism,” said Lauren Jacobs, the study’s lead author and senior lecturer of outdoor leadership at U��������. “What our study allows is to identify some real-world solutions to common barriers or problems that could help other schools achieve the desired outcome of providing more opportunities to get kids outside.”

��������, like other states, is working to make outdoor education a greater part of the public school experience for all children across the state.

The study builds on research Jacobs conducted for her doctoral dissertation at U��������. For that project, she examined nine PreK-12 rural schools in �������� during the 2021-22 school year to better understand what factors facilitated or hindered outdoor learning and activities.

Lessons from a successful model

The new study examined a rural �������� school that stood out for the breadth of its outdoor learning opportunities. Through interviews with teachers, administrators, parents and community partners, Jacobs identified several factors that helped make outdoor education successful, including strong community support, collaboration among staff, dedicated outdoor learning spaces and a school culture that valued learning outside the classroom.

Jacobs interviewed members of the school community and observed students during the school day. The COVID-19 pandemic was also cited as a facilitator because it encouraged teachers and students to spend more time outdoors, where the virus was less likely to spread.

Overall, Jacobs said the study revealed a strong culture of outdoor learning.

“This is a school where the outdoors is part of the physical education curriculum at all grade levels, and where there are specific outdoor education classes at upper-levels,” she said. “It’s incorporated into the general education classroom, teachers receive professional development, and community members, especially parents, support outdoor learning.” 

Although it was not one of the schools included in Jacobs’ research, Loome said she recognizes many of the same characteristics at Stearns. For instance, her school has dedicated outdoor learning spaces, and she has been able to take professional development classes with Jacobs to better align her curriculum with state and national learning standards. 

Stearns also has a variety of community partners. Juniors and seniors can do the at the Northern Penobscot Tech Region 3 center in Lincoln, which offers preparation for the Registered �������� Guide Exam. There’s a gear library in Millinocket where anyone from the community can borrow equipment to help them explore the outdoors. The nonprofit Friends of Katahdin Woods and Waters has a that Loome said has been a valuable collaborator, connecting the school with gear and learning opportunities.

Overcoming barriers

The study also identified some factors that may impede outdoor opportunities for schools. Although time management was viewed as a facilitator, time was also seen as a barrier, especially when it came to issues like professional development for teachers, documenting student outcomes and upholding curriculum standards. Other obstacles included making sure students and staff were prepared with the proper gear, as well as weather conditions. 

“One of the things we found through the interviews was that the positive outlier school did things to address these challenges,” Jacobs said. “For example, to address issues of time and time management, they schedule PE (physical education) classes back-to-back with science classes so kids have the opportunity to be outside for both while spending less time transitioning. 

“Another thing they did was create safe spaces for teachers to bring students outside. The school has a dedicated outdoor classroom space that includes woods, timber frame structures, a garden, an orchard and a barn,” she said. “A lot of community groups are willing to collaborate with schools to make these types of spaces available.”

For other teachers who are interested in incorporating outdoor education into their schools, Loome offers this piece of advice: You’re not going to be the best at every activity and that’s OK. 

“I’m not the best mountain biker in the world. In fact, some of my students are probably better than me, but I think it’s a really good way to model how to learn something new and push yourself out of your comfort zone,” Loome said. 

Jacobs reached a similar conclusion in analyzing the positive outlier school.

“One of the surprising revelations from the interviews with teachers was when we asked them if they liked outdoor education because they were outdoorsy themselves. A lot of them laughed at the question, because they said they weren’t that into the outdoors, but they did it because they saw the benefits for students,” said Jacobs. “I think that’s a very powerful insight.” 

Jacobs recommends that schools interested in expanding outdoor programming focus on making time for activities during the school day, aligning outdoor learning with standards across the curriculum, creating outdoor opportunities that are relevant to their students and the communities they serve, and keeping the sustainability of any efforts in mind.

“There’s a lot of planning involved to make these programs successful, but the long-term rewards for kids and rural communities is worth the investment,” Jacobs said.

Contact: Casey Kelly, casey.kelly@maine.edu.