Secondary Focus: Outdoor Learning

For some secondary schools around the world, outdoor education has been a key focus in the curriculum for many years. Bethany O’Flaherty from Windermere School in the UK explains, “Outdoor learning has been an integral part of our curriculum since 1898, expanding over the years as we increasingly recognize the benefits of nature-based education.” She continues, “Situated in the heart of the English Lake District, a UNESCO World Heritage Site, surrounded by mountains and with outstanding facilities, including our own private water sports center, Windermere School is ideally placed for those with a passion for the outdoors.”

At Windermere School, children of all ages are given the chance to take part in outdoor activities as part of their school life. “Our pupils enjoy Adventure lessons from year three and all the way through their school journey. This includes things such as rock climbing, water sports, hiking and ghyll scrambling,” says Bethany. “We also offer a vocational NCFE course in Outdoor Adventure and Sport for sixth formers as part of our IB program. Pupils in pre-school, reception, year one and two take part in Forest School sessions each week to build the foundations needed for Adventure.”

At Pickering College in Canada, the school’s location means that the great outdoors can be used as a natural classroom for pupils. William Waugh says, “Pickering College is very fortunate to have a beautiful 35-acre campus with many green spaces, and a nearby 75-acre farm. Outdoor learning is integrated into the curriculum at all levels on both properties, with opportunities for students to explore the biodiversity of plants, engage in leadership activities, learn from interdisciplinary units on maple tapping and chicken hatching, and design and build sustainable outdoor structures.”

Schools that have a focus on using nature to enhance the learning opportunities for their students are clear about the benefits that the outdoors can offer. At Sidcot School in the UK, Joy Cheung says that outdoor learning has taken place since the school’s inception. She explains, “Outdoor learning offers a multitude of benefits for students, significantly enhancing their mental health. Immersing in nature reduces stress, anxiety and depression, providing a serene environment away from the usual academic pressures. The physical activity involved also boosts endorphin levels, promoting a sense of well-being and happiness.”

“Additionally, the break from screens and traditional classroom settings fosters mindfulness and a stronger connection with the natural world, which is crucial for maintaining a balanced mental state. For international students, who often face the added stress of adjusting to a new culture and language, outdoor learning can be a particularly effective way to alleviate mental strain and promote emotional resilience.”

Schools that have a strong emphasis on outdoor learning say that their international families often appreciate this aspect of their school once they learn about it. Joyce says, “Agents understand the benefits, but they don’t always find it easy to use it as a selling point to families. We regularly publish blogs on a range of topics to help agents explain to families different aspects of the offer.”

Bethany in Windermere adds that the school’s location and outdoor offering is often a draw for international families. “The unique focus on outdoor education distinguishes Windermere School from other institutions, offering an enriching and holistic learning experience that many international families find highly attractive,” she says, adding, “Our vocational course in Outdoor Adventure and Sport for sixth form students is new and launching in September 2024, it has already proved very popular and gained significant interest. Many students have chosen the school specifically for this course.”

Sheri Wakefield from the Gulf Islands International Student Program in Canada says that outdoor education can also foster a sense of stewardship of the outdoors in young people. She says, “As our program in the Gulf Islands is a four-day school week, we offer the option for students to take an outdoor education program some Fridays. We have been offering this program for over 15 years now and has proven to be one of the highlights of a student’s time. We are stewards of this land and it is up to us to keep them as pristine as possible.”

Overall, schools that engage in outdoor learning have a strong belief in the transformative experience it can bring to pupils, particularly those from overseas. Joyce says, “International students come from urban or highly structured educational environments where outdoor learning is not a common practice. This exposure broadens their horizons, allowing them to appreciate the natural beauty and biodiversity of a new country. It also encourages a sense of adventure and curiosity, fostering a deeper connection with their surroundings. Such experiences are often transformative, leaving lasting impressions and contributing to a more well-rounded and globally minded perspective.”

Student demand for outdoor learning in secondary schools

While outdoor learning in secondary schools may not be a familiar concept in many student markets overseas, parents may be swayed by the benefits after some counselling by agents who fully understand the programs. Sam Pitt from Pitt English Study UK   agency in Chile says, “Outdoor learning is a new concept for me to be honest. None of our families request outdoor learning as part of the curriculum for their children. Extracurricular activities and trips are requested though. It’s not something that they specifically ask for nor something that is familiar to them.”

Schools who offer such programs however report that demand comes from an array of student markets globally. Bethany O’Flaherty from Windermere School in the UK says, “At Windermere School, our largest international student nationalities are currently from Hong Kong and the USA.” She continues, “We have a total of 26 different nationalities represented within our student body. These demographics have remained stable recently, reflecting our school’s global appeal and diverse community.”

Sheri Wakefield from the Gulf Islands International Program at School District #64 in Canada adds, “Our largest number of international students come from Western Europe, specifically Germany. However, the outdoor education is attractive to all of the students who chose to study here and so it becomes a very multi-cultural program.”