We have learned how MWEEs can support students academically, develop skills that prepare them for future careers, and give students a sense of agency to make change. Students participating in MWEEs also spend time in nature and numerous studies (summarized by a review from Jimenez et al., 2021) have shown nature exposure positively impacts physical and mental health.
Schools can provide equitable access to the benefits of a MWEE by implementing the program district-wide. This type of systemic implementation means all students have the opportunity to participate in and benefit from interactions in nature regardless of who their teacher is; where they live; their racial, ethnic, or cultural heritage; economic status; gender identity; ability; or level of comfort with nature.
Outdoor education focusing on locally relevant issues can also engage students in environmental justice issues.
Environmental Justice: Fair treatment and meaningful involvement of all people regardless of race, color, national origin, or income, with respect to the development, implementation, and enforcement of environmental laws, regulations, and policies.
MWEEs can also create space for teachers to foster discussions about the ways local environmental issues may have greater effects on historically marginalized community members and these discussions could lead to more impactful and equitable action. By centering the learning on justice, students can evaluate the issue within the socio-political context and make more informed decisions regarding the action they choose to take. (Forsythe & Chen 2021).
Supporting Literature:
The following articles discuss the health benefits of nature, equitable access to nature and representation in the outdoors. This is supplemental information to the above content.
Representation in the Outdoors
- Outdoor environmental education in urban contexts opens up discussions about who can engage in such activities, ways educators and learners can weave together environmental and social challenges, and ways to include people who have typically been excluded. (Gruenewald, 2003)
- Diversity in the outdoors matters—diversity of learners, people, and those in the environmental education field. (Finney, 2014; Taylor, 2010)
- Outdoor educators have many opportunities to engage learners in discussions about equity, including gender, when out in nature. (Flessas & Zimmerman, 2019 - Beyond Nature Talk book chapter)
Graphic showing health and wellbeing benefits of nature.
Children & Nature Literature Review of Equitable Access to Nature’s Benefits.