Support Factors And Barriers For Outdoor Learning In Elementary Schools: A Systemic Perspective

Background: Outdoor learning offers clear physical, cognitive, social-emotional and academic benefits for children and yet, it is considered a grassroots approach to teaching and learning in elementary schools.Purpose: We examined teachers' perspectives on barriers and supports for outdoor learning in public elementary schools.Methods: Thirty-six teachers in (urban and rural) British Columbia, Alberta, and Ontario (all female; Mean age = 43.84, SD = 10) participated in one of five virtually administered, semi-structured focus groups. Questions/prompts facilitated a discussion on teachers' experiences with barriers and supports for outdoor learning. Thematic analysis was used to identify main themes.Results: Four interrelated themes and further sub-themes were found: 1) Teacher characteristics: interest/motivation to teach outdoors, preparedness, confidence in handling risks; 2) Systemic factors: principal support, school/district policies, funding/resources, curriculum, school schedule; 3) Culture: school culture, societal beliefs about education, family backgrounds; 4) Environmental factors: weather, built/natural environment, hazards.Discussion: Systemic support is needed to integrate outdoor learning in schools.Translation to Health Education Practice: The findings in this study are relevant to health education specialists particularly focused on elementary school education.