Outdoor Learning in Rural Schools: Lessons From a Positive Outlier Case Study.

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Bibliographic Details
Title:	Outdoor Learning in Rural Schools: Lessons From a Positive Outlier Case Study.
Authors:	Jacobs, Lauren E.¹ lauren.jacobs@maine.edu, Abildso, Christiaan G.² cgabildso@mail.wvu.edu, Daigneault, Adam J.³ adam.daigneault@maine.edu, Leahy, Jessica E.⁴ jessica.leahy@maine.edu, Nightingale, Christopher J.⁵ christopher.nightingale@maine.edu
Source:	Rural Educator. Spring2026, Vol. 47 Issue 2, p68-86. 19p.
Subject Terms:	Outdoor education, Rural schools, Curriculum planning, Basic education, *Professional employee training, Mental health, Physical activity
Geographic Terms:	Maine
Abstract:	This study explored the barriers and facilitators to outdoor learning and outdoor activities in a small K--12 case school in rural Maine. The case school was a positive outlier (PO), providing significant outdoor learning and activity opportunities to all students during the school day. Outdoor learning and outdoor pursuits in school settings can increase student physical activity, provide opportunities for students to reap the mental and emotional benefits from time in nature, and help them make important connections to local culture. The positive outlier methodological approach sought to uncover reasons for the case school's PO status and find practical strategies that could be useful to other rural schools seeking to increase outdoor learning. The PO case school was identified following surveys of administrators and physical education teachers of all K-12 inclusive schools in Maine. The PO school took part in the next phase of the study, including multiple interviews with educators and administrators, a site visit, and administration of two components of the Rural Active Living Assessment. A case narrative for the PO was created from the collected data. We found that incorporating outdoor learning time during the regular school day and curriculum was an important facilitator. In addition, providing outdoor learning related professional development opportunities and curricular connections for teachers, strategizing long-term program sustainability, and connecting outdoor curricula to the local culture were critical in supporting this work [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study explored the barriers and facilitators to outdoor learning and outdoor activities in a small K--12 case school in rural Maine. The case school was a positive outlier (PO), providing significant outdoor learning and activity opportunities to all students during the school day. Outdoor learning and outdoor pursuits in school settings can increase student physical activity, provide opportunities for students to reap the mental and emotional benefits from time in nature, and help them make important connections to local culture. The positive outlier methodological approach sought to uncover reasons for the case school's PO status and find practical strategies that could be useful to other rural schools seeking to increase outdoor learning. The PO case school was identified following surveys of administrators and physical education teachers of all K-12 inclusive schools in Maine. The PO school took part in the next phase of the study, including multiple interviews with educators and administrators, a site visit, and administration of two components of the Rural Active Living Assessment. A case narrative for the PO was created from the collected data. We found that incorporating outdoor learning time during the regular school day and curriculum was an important facilitator. In addition, providing outdoor learning related professional development opportunities and curricular connections for teachers, strategizing long-term program sustainability, and connecting outdoor curricula to the local culture were critical in supporting this work [ABSTRACT FROM AUTHOR]
ISSN:	0273446X