How to Choose the Best Outdoor Learning Space at Your School
One of the most common questions I hear from teachers is:
“Where should I take my class for outdoor learning?”
The truth is, you don’t need a forest, garden, or fancy outdoor classroom to get started. With a little creativity and observation, you can turn almost any outdoor space into a meaningful learning environment. Every space (or a near by space)has something unique to offer, all you need to do is take the time to look.
In this post, we’ll explore how to choose outdoor learning spaces at your school, what to look for, and how to make the most of the space you have—whether you’re teaching in a rural, suburban, or urban school.
Why Choosing the Right Outdoor Learning Space Matters
The space you choose sets the tone for your students’ experience. A well-chosen space:
- Supports safety and supervision
- Acts as a “teacher” to support your learning objectives
- Encourages curiosity and exploration
- Helps students feel calm, focused, and ready to learn
According to Children & Nature Network, simply spending time in and around natural settings improves children’s attention and self-regulation, reduces stress, and increases engagement—factors that support learning and retention (Children and Nature Network).
Research also shows that time in nature helps reduce stress and anxiety in children, which can positively affect behavior and learning readiness (Chawla, 2015).
Step 1: Start With What You Have
Before you make big plans, take a walk around your schoolyard. Look at your space with fresh eyes. Ask:
- Is there a shady spot under a tree?
- Are there grassy areas, paved areas, or garden beds?
- Are there benches, logs, or stumps that could work as seating?
- Are there natural features like rocks, fences, or water puddles?
Remember: nature is everywhere. Even a patch of grass or a sidewalk crack can become a place of wonder with the right activity or prompts (Louv, 2005).
Step 2: Consider Safety and Supervision
When choosing outdoor learning spaces, safety always comes first.
Consider:
- Visibility: Can you see all your students from where you stand?
- Boundaries: Are there clear markers to show where students should stay?
- Hazards: Are there roads, water, thorns, animal waste, or litter nearby?
The Outdoor Classroom Day initiative emphasizes the importance of planning for safety and setting expectations to ensure smooth transitions between indoor and outdoor learning (Outdoor Classroom Day, 2020).
A thorough site inspection can help you identify and mitigate any hazards that might be present in your outdoor learning space.
💡 Pro Tip: Teach students how to recognize boundaries. Use prompts such as, “stay where you can see me and I can see you.” Also use cones, natural markers, or chalk to define safe zones.
Step 3: Think About Comfort and Condition
A comfortable student is more likely to stay engaged.
Choose a space that:
- Has shade for hot days or wind protection on colder ones
- Stays dry after rain (or at least not too muddy!)
- Has a flat surface for sitting, writing, or spreading materials
- Offers natural seating options or space to bring cushions, mats, or stools
Consider keeping a few portable items (like foam squares or carpet tiles) in your outdoor learning kit. If you have storage, a set of stumps makes a great classroom setup (Green Schoolyards America, 2017).
Step 4: Match the Space to the Activity
Different outdoor areas work better for different types of lessons. Here are some quick ideas:
| Activity Type | Ideal Outdoor Space |
|---|---|
| Quiet writing/sit spots | Shady area under trees, away from traffic |
| Group discussion/circle | Flat open space with room to sit in a circle |
| Math games | Paved area for chalk and measuring |
| Nature journaling | Garden beds, grassy edges, fence lines |
| Science observations | Tree base, rocks, insect-rich areas |
| Art & creativity | Open space with room to spread out supplies |
This aligns with place-based education principles, which emphasize using the local environment to support curriculum goals (Sobel, 2004).
Step 5: Plan for Flexibility
You don’t need to use the same space every time! In fact, rotating between different locations can:
- Keep students curious
- Allow different curriculum connections
- Help students notice seasonal changes in familiar places
- Protect natural spaces from overuse
You might choose a “base camp” for routines (like morning circles or sit spots) and explore “micro-sites” for specific lessons. This strategy is often recommended in forest school and nature-based pedagogy approaches (Knight, 2013).
Step 6: Have a Backup Plan for Weather
Outdoor learning isn’t always sunshine and blue skies. If your chosen space becomes unusable due to weather, be ready to:
- Move to a different outdoor location (e.g., under a covered area or awning)
- Run a modified version of your lesson inside
- Continue your learning by reflecting or journaling indoors
Real-Life Examples of Outdoor Learning Spaces
- I often use the corner of the school field with three large trees as a story time and science observation spot.
- A grade 5 class met daily at a picnic table in a shady spot to journal, sketch, and reflect.
- We often use chalk to turn a section of blacktop into a math practice space for writing numbers
No matter what space you choose, what matters most is how you use it—and how you help your students connect to nature, each other, and their learning.
Final Thoughts: Don’t Wait for Perfect
There’s no such thing as a perfect outdoor classroom. The best space is the one that’s safe, accessible, and supports the kind of learning you want to do today. With time, you’ll learn how to make the most of your outdoor environment and even see learning opportunities in unexpected places.
Start small. Pick a space. Try one activity. Then reflect and adapt.
🌿 Need help getting started? Check out our free checklist!
Join the Conversation:
References:
Children & Nature Network. (n.d.). The benefits of nature. Children & Nature Network. https://www.childrenandnature.org/the-benefits-of-nature/
Chawla, L. (2015). Benefits of nature contact for children. Journal of Planning Literature, 30(4), 433–452. https://doi.org/10.1177/0885412215595441
Green Schoolyards America. (2017). Transforming School Grounds into Outdoor Classrooms. https://www.greenschoolyards.org/
Knight, S. (2013). Forest School and Outdoor Learning in the Early Years. Routledge.
Louv, R. (2005). Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder. Algonquin Books.
McGurk, A., & Robinson, C. (2020). Nature-Based Early Learning: The Essentials. Natural Start Alliance.
Outdoor Classroom Day. (2020). Safety Guidelines for Outdoor Learning. https://outdoorclassroomday.org/
Sobel, D. (2004). Place-Based Education: Connecting Classrooms and Communities. The Orion Society.
