Development of outdoor learning environments at elementary and middle schools in Rock Hill, South Carolina, USA

Many US schools sit on large plots without safe walking or biking routes nearby. Children arrive by bus or car and have few chances to be active outdoors beyond physical education class. School grounds can help fill that gap, but how does a school get from an empty field to a trail that teachers actually use?

Eat Smart Move More York County, a local health coalition supported by a federal health grant, ran a workshop on designing outdoor learning spaces for teachers and administrators from more than 20 schools. The workshop included a visit to one school's grounds. Six schools then applied and each received a free site plan with an itemized budget. The authors, who were involved in the project, describe what happened next.

What they found:

1. Teachers were enthusiastic. Written feedback from the workshop was very positive. Teachers valued seeing a real school site and left with ideas for their own grounds.
2. Plans came in all sizes. Options ranged from clearing a natural path through a field or woods to building a paved, measured track. Budgets for the six plans ran from about $8,000 to $140,000.
3. Spaces could serve many subjects. To get a plan, schools had to show how the space would support state standards for different grades and subjects. Examples included seasonal weather in kindergarten science, food chains in grade 5 science, and estimating the area of irregular shapes in grade 6 math.
4. Schools found local ways to build. The grant paid only for planning, so schools raised money and found help locally:
   • One school in a walkable neighborhood held bike skills and safety events and started a bike curriculum. The PE teacher later raised money and secured donated bikes and a storage shed.
   • Another school raised money for a paved track. Instead of adding about $20,000 of exercise equipment, it put up exercise station signs for about $2,000. Classes, after-school programs, staff and parents use the track, and it is open to the public after school hours.
   • A third school built a dirt trail, paid for with fun runs and business sponsors, while it waited for a larger grant to build sidewalks.
5. Barriers remained. Paying for construction was the biggest hurdle. The school district was reluctant to adopt a policy letting the public use school grounds after hours. Some teachers were not comfortable teaching outdoors. Upkeep was not a problem at the schools with tracks.

What this means for your practice

The report describes what schools did but does not measure effects on students. These ideas are examples from the schools and suggestions from the authors.

• Match the plan to your budget. The workshop showed options ranging from simple natural paths to paved tracks, so a plan can be sized to the money available.
• Link the space to your standards. Schools had to show how their space would support state standards across subjects and grades, such as science, math and writing. The authors see this as how one outdoor space can serve the whole curriculum, not just physical education.
• Raise money and help locally. Because the grant paid only for planning, schools turned to fun runs, business sponsors, donations and volunteer labor to build their spaces.
• Train teachers indoors and out. Because some teachers were uncomfortable outside, the researchers suggest in-service training that includes both classroom and outdoor sessions.
• Plan for public use and access. The authors say clear policies and signs can address worries about cost, upkeep and liability when opening grounds to the community. They also recommend making spaces accessible to students with disabilities from the start.

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