Outdoor learning and teacher well-being

Abstract

Teacher attrition and burnout is a significant problem in North American education (Valtierra, 2016). Meanwhile, humans are increasingly disconnected from the natural world, at a time in our history when it is essential that we understand Nature and our place in it. In hopes of promoting and facilitating outdoor learning as a pedagogy in order to both increase our connection to Nature and improve teacher well-being, this study sought to discover how a teacher’s use of outdoor learning contributes to his or her well-being. I also investigate how outdoor learning aligns with the attributes of new pedagogies. An explanatory sequential mixed methods design with a participant selection model (Creswell & Plano Clark, 2018) was used to research the questions. 66 Canadian teachers responded to a survey, which revealed significant correlations between teacher well-being and their use of outdoor and Nature-based pedagogy. The Teacher Flourishing Scale was developed for this survey; results from this measure correlated significantly with a teacher’s use of new pedagogies. Semi-structured interviews with 10 of the 66 respondents revealed three main themes that contribute to an explanation of the quantitative results: 1a) Fulfilment through authentic pedagogies; 1b) Outdoor learning as an authentic pedagogy; 2) Relationships; and 3) Natural spaces and well-being. The study confirmed that outdoor learning is a “new pedagogy” that contributes to relationship-building, fulfilment, meaning and engagement for teachers. It also allows teachers to connect with Nature, which is an essential contributor to well-being. If adequately supported in schools and through curricula and policy, outdoor learning could be a way to counter teacher attrition and contribute to sustainability education and well-being for all.