As fall announces its arrival with leaves turning vibrant shades of orange and gracefully falling off branches, it finally feels like the perfect time of the year. Sure, we may still occasionally have scorching 80-degree days or heavy downpours, but the beauty of fall always drags us back outdoors in appreciation. However, with the arrival of this autumn season every year, it’s inevitable that one question lingers in the back of students’ and teachers’ minds alike: should we have class outside today?
Gabe Chapman ’29 argues that classes outside are comforting and lead to better retention. “It’s a very calming and relaxing experience to go outside while you’re learning. I think it’s very helpful for me personally to be centered in nature. It helps what I’m learning sink into my brain more,” said Chapman.
English teacher Maggie Howes agrees, finding that outdoor learning gives her students “the ability to have fresh air, enjoy the sunshine, have a different perspective, and understand that the outdoors is just as beneficial to learning as indoors.” For this reason, she tries to take her classes outside at least once every cycle, provided the weather permits.
This idea is also rooted in surveys conducted by organizations. A study from Human Spaces, a group that studies employee well-being in the workforce, found that people in green environments reported a 6% increase in productivity and a 15% increase in well-being.
However, despite the positivity regarding outdoor learning, many still recognize the drawbacks.
“I think you kind of get distracted easily, like starting to fool around,” Chapman said. Although he believes that the benefits of outdoor learning outweigh the disadvantages, he says the “outside distractions kind of hinder the learning.” Mrs. Howes echoes this, adding that outdoor learning can sometimes be a distraction, but like Gabe Chapman, she still “prefers to have the benefits over the minor drawbacks.”
The effectiveness of outdoor learning is also dependent on the subject; some subjects are more suited for classroom learning, while others work well outside. Ethan Liu ’28 supports that view, stating that “for history or environmental science, those specific classes I feel like would benefit a lot from outdoor learning, unlike some subjects like math.”
Furthermore, some students prefer to work in a classroom rather than outdoors, a preference that teachers like Ms. Howes, keep in mind. “Sometimes students prefer to stay put for the ability just to have a more convenient workspace,” she says, “but if students are interested, I’m happy to go outside.”
Ultimately, the decision on outdoor learning depends on the teacher and their students. Whether it’s in front of a whiteboard or underneath the trees, the most important factor is creating an environment where learning thrives.
