Last year in my Living Earth class, we had been learning about biodiversity for several weeks. We then stepped outside to apply this idea to the real world, measuring the biodiversity of the front lawn. The fresh air, sunlight and real-world application deepened my understanding of the topic and allowed the ideas we had been studying to click in a way which no lecture could have. Redwood has a beautiful campus and with California’s sunny weather, classes should incorporate more outside learning into their curriculum. Outdoor education improves academic performance, boosts mental health and leads to higher overall engagement, making it crucial for Redwood to expand its outdoor learning opportunities.
Research has consistently shown that learning outdoors has considerable academic benefits. A study conducted by the University of Michigan found that walking just one hour a day outside increased memory performance and short-term attention spans by roughly 20 percent. In addition, a study by the American Institutes for Research found that California students who attended school outdoors for just five days increased their test scores by roughly 27 percent. This increase in knowledge was also maintained for 6-10 weeks after with no significant loss in test scores. Even just short periods of outdoor learning experiences can have a positive impact on students’ learning and capabilities.
The National Parks Service said, “Just 20 minutes in nature improves concentration and reduces the need for ADHD and ADD medications in children. Walking through nature also improves cognitive function and memory.” Outdoor settings create multisensory experiences which deepen understanding and memory retention through a variety of sights, sounds, and textures. Furthermore, Dr. Rachel Kaplan and Dr. Stephen Kaplan explained in their Attention Restoration Theory how natural environments help reduce mental fatigue, leading to enhanced focus, increased creativity and better overall cognitive function.
A September Bark survey found that 85 percent of students are at least somewhat interested in having more classes held outdoors, showing that Redwood should support those opportunities. Expanding outdoor learning opportunities will have lasting effects on student enjoyment and education.
However, some may still argue that some subjects don’t have a place outdoors. Subjects like math, history and English often rely on textbooks, lectures and projector lessons. Outdoor education isn’t about changing the curriculum; it’s about enhancing the current one. English classes can hold writing and reading sessions outside sparking creativity and science classes could conduct experiments and studies in nature applying things learned in the classroom to real ecosystems. Additionally, benefits like increased focus, memory retention and cognitive function are things that all subjects can benefit from. So no matter the subject, teachers should attempt to include some form of outdoor learning into their classes.
As Bond Measure B funds are being used to update the campus, the school has the opportunity to reimagine its outdoors spaces. Adding shaded structures as well as increased seating and designated teaching areas would allow teachers to incorporate outdoor lessons into their curriculums with less disruption.
Students are eager to spend more time learning in the outdoors, surrounded by nature at the foot of Mt. Tam. With clear academic benefits and strong student support, it’s time for Redwood to take learning outside. Administrators, teachers and students should work together to make outdoor learning a key part of our education. By stepping outside the classroom, we can give students the opportunity to learn better and grow stronger both in school and beyond.
