Growing in Wisdom

It is easy to find evidence of the positive influence of outdoor learning at PDS. Whether it is Lydia Butler’s senior kindergarteners studying the life cycle of plants and animals or Stephanie Taylor’s second graders weeding their garden, boys are leaving their classrooms to further their learning outdoors.

The research on outdoor learning is extensive and suggests that learning outside the classroom yields a range of benefits. Recent studies have revealed that time spent outdoors improves cognitive function, reduces anxiety, and increases attention span and confidence; as 2nd grader Aaron Eason puts it, “I just feel better when I get some fresh air.” According to research conducted by the Child Mind Institute, the average American child spends less than ten minutes outside each day. The same research goes on to illustrate that time outdoors is especially beneficial for boys — especially boys with learning differences like ADHD. Mrs. Butler can see the benefits of outdoor time first hand with her senior kindergarteners; she reflects, “When the boys spend time outside, they are more focused and less likely to have behavioral issues.” Boys tend to remain focused even after they have returned to the classroom. For example, Charlotte Everett often takes her third graders to the lawn on the east side of campus before a test or quiz. Why does she do this? She has read the research proving that physically active boys who have spent time outdoors perform better on formative assessments. She also notes that boys enjoy reading time, class discussions, and class work outside. Each fall, sixth graders in science class search for signs of chemical changes on the 2PC soccer fields.