A (Dirt) Path to Social Engagement

By: Ann Kumpf, MOT

“Wow! Those two (students) don’t usually work that well together!” said one Cambridge teacher during outdoor education. That had me thinking…

Just what is it that makes the outdoors a path to improved social engagement?

The outdoor learning environment affords many opportunities for student growth that may not be available in a traditional classroom. 

Students who lack confidence in traditional subjects such as reading and writing often show leadership and knowledge in other skill areas during cooperative activities, providing confidence and increased respect and admiration from classmates. 

Increased physical space to collaborate on projects and activities is a significant benefit. When they collaborate in groups, students can spread out and problem solve without the pressure sometimes experienced when hearing or seeing what their classmates are doing.

Additionally, it provides a safe space for teachers to guide and support individual students without drawing the attention it might if the same action was taken in the classroom - decreasing the sense of being singled out.

By offering students open-ended, themed activities, students can take ownership of outcomes leading to a confidence building shift in the teacher-student relationship. As students take the lead, the teacher morphs from the role of an expert to a supportive guide. I have witnessed many children becoming “the teacher'' as they showcase their knowledge and understanding of a topic while out in the woods.

Activities such as building a rice paddy, creating herbal remedies, testing soil composition or gathering colored leaves are not only motivating and connect learning to real-life, but they are opportunities for students to learn empathy, build trust and foster a sense of community within the class.

What we see during Outdoor Ed at Cambridge certainly reflects what is demonstrated by research:

Students who participate in outdoor learning display increased trust and cohesion with peers,  improved emotional regulation and improved confidence.

At Cambridge, we view children as persons, which means that, not only are children composed of minds capable of learning information, but they are beings that have social, emotional, and spiritual needs, as well.

While teachers at Cambridge do an amazing job of making the classroom a rich environment that fosters growth,  incorporating the outdoors into the educational process adds a unique dimension to class dynamics that uniquely fosters a sense of community and social development that supports spiritual growth and mental health.