Abstract
During the initial years of the L.E.A.D. program, one of its core values was to incorporate Outdoor and Experiential Education (O.E.E.) for students identified as ‘in-risk' of not graduating. Teacher candidates at the University of Windsor enrolled in the L.E.A.D. program were encouraged to embrace O.E.E. to assist students in building skills that promote overall personal and social development. A major component of the L.E.A.D. program was for teacher candidates to plan O.E.E. activities such as a 3-day overnight camping excursion and a retreat to the Ojibway Nature Centre and Ojibway Park. Embarking on these O.E.E. activities with selected secondary school students deemed to be ‘in-risk' accompanied by a group of caring adults provided the opportunity for rich outdoor experiences for all participants. This chapter highlights and explores the various O.E.E. activities experienced by L.E.A.D. teacher candidates and L.E.A.D. program students ‘in-risk', and shares research that describes the benefits of participation in O.E.E.
TopIntroduction
“Modern society, by its very essence, insulates people from outdoor environmental stimuli (Stilgoe, 2001)” (Maller, Townsend, Pryer, Brown, & St Leger, 2006, p. 46). When families have free time, they are most likely to spend it indoors. This may be partially due to the growing prevalence of technology in society, observed to occur in the absence of nature. In turn, many physical, emotional, and mental health issues have emerged (Walter, 2013). This chapter will discuss the importance of O.E.E. in promoting student well-being, character education and curriculum, community, and environmental connections. This chapter describes two O.E.E. activities implemented for students in-risk' through the L.E.A.D. program at the University of Windsor; provides testimonials of program participants; and, offers solutions and recommendations relating to place-based education as part of curriculum standards and potential O.E.E. programming for improving student mental health.
James & Williams (2017) have shown that today's youth are engaging in less outdoor activities and in more indoor, sedentary activities, which often involve technology (as cited in Council on Environmental Quality (C.E.Q.), 2011; Dillon, 2010; Kennedy, 2011; Larkin, 2011; Richtel, 2010). This is a particularly important concern for children because “in the past, playing outdoors, exploring a variety of wild places - ravines, fields, forests, gardens, streams, vacant lots, parks, and yards - was the norm” (The Council of Outdoor Educators of Ontario [C.O.E.O.], 2007, p.7). A study conducted by a conservation agency called National Trust situated in the United Kingdom showed that children are “more likely to identify Star Wars characters than insects, animals and birds in their backyard” (Harris, 2008, para. 4). The Canadian Society for Exercise Physiology (2019) recommend that children and youth engage in less than two hours of screen time per day. An organization called ParticipACTION, which conducts yearly 'report cards' on the behaviours of Canadian youth, employs a team of experts in exercise science and pediatric neuroscience to assess these behaviours and to analyze the implications. ParticipACTION conducted yearly ‘report cards’, and in 2018 found that only 64% of children and youth aged 5 to 9 years meet this established screen time recommendation. Furthermore, only 8% of children and youth aged 10 to 17 and 22% of youth aged 12 to 17 meet this recommendation (ParticipACTION, 2018).
Evidence suggests that spending time in nature leads to a multitude of physical, social, emotional, and cognitive benefits (Ernst & Torquati, 2013). Research shows that time spent outdoors “strongly correlates with increased physical activity and fitness in children” (C.O.E.O., 2007, p. 28). Mutz and Müller (2016) conducted a study that showed the outdoor experiences of adolescents during both an 8-day and 9-day hiking excursion. Their findings showed that these activities evoked psychological factors that correlate to health, well-being, self-awareness, attentiveness, and resilience. It was also revealed that engaging in these outdoor activities led to decreased feelings of pressure resulting from social demands, deadlines, or time (Mutz & Müller, 2016).
Environmental changes to the Earth have also raised concern for increased awareness and education for our environment and its natural systems (Working Group on Environmental Education [W.G.E.E.], 2007). The school has been recognized as playing a vital role in the process of shaping future citizens who will be not only empowered but also informed and engaged. Today's youth will play an instrumental role in forming our future communities, provinces, countries, and our environment on a global scale. Building a connection to our natural environment “seeks to promote an appreciation and understanding of, and concern for, the environment, and to foster informed, engaged, and responsible environmental citizenship,” with the Outdoor Learning Environment (O.L.E.), which is “seen as a distinct and critical component of environmental education, concerned with providing experiential learning in the environment to foster a connection to local places, develop a greater understanding of ecosystems, and provide a unique context for learning” (W.G.E.E., 2007, p. 6).
Key Terms in this Chapter
Nature-Deficit Disorder (N.D.D.): A state of disconnection between humans and the natural environment resulting from increased time spent indoors and decreased time spent in the natural outdoor environment. This may lead to a variety of behaviours such as attention and mood disorders.
Nature-based learning: An approach to curriculum and instruction that immerses students into the outdoor natural environment, with a focus on exploration, adventure, and fostering a sense of care and responsibility for planet Earth.
Outdoor and Experiential Education (O.E.E.): An approach to curriculum and instruction that immerses students in experiential learning within an outdoor setting.
Place-Based Education: An approach to curriculum and instruction that immerses students in their local community, culture, and environment, creating awareness of issues and facilitating interest in becoming active citizens.
Positive Risk-Taking: The act of participating in an activity that although is unfamiliar, may elicit physical, emotional, cognitive, and/or social benefits.
Mental Health: A human being’s cognitive state in terms of emotional, psychological, and social well-being, including their ability to adapt to and cope with environmental stimuli and changes.
Well-Being: The interaction of physical, emotional, cognitive and social measures of the health, and happiness of an individual or group.
Outdoor Learning Environment (O.L.E.): Utilizing the outdoor setting as a venue for student learning, providing opportunity for observation, interaction, and exploration with nature.