Education for Americans began in 1647 when The General Court of the Massachusetts Bay Colony declared that every town should have an elementary school and a Latin school. The purpose of these schools, according to raceforward.org historical timeline on American history, was to ensure that Puritan children had a way to learn to read the Bible allowing them to understand the religion they were practicing. The American style of learning, gathering information to benefit ones personal goal, has continued to be the basis of the educational system throughout the centuries. Although tradition has been set, yet as technology advances and social life is redefined, the careers and skills necessary to succeed in America are changing as well. In fact, according to the Common Core State Standards Initiative Frequently Asked Questions, the National Governors Association updates the Common Core State Standards every year. For the upcoming years, the Common Core State Standards should add outdoor learning to the teaching styles. Exploring different learning avenues such as outdoor education, will benefit the child’s academic standing, physical-behavior and, and critical learning skills. Outdoor education is beneficial to a child’s academic success and health, and therefore it should be added into the Common Core Standards of public education programs. 

According to the Ardroy Outdoor Education Center, outdoor education is best defined as the experiential learning in the outdoors. In this modern context, “The term "outdoor education", however, is widely used to refer to a range of organized activities, which take place in a variety of ways, in predominantly outdoor environments,” (Ardroy Outdoor). The same source, then further explains the history of outdoor education and how it came to be, claiming that “outdoor education owes its beginnings to a number of separate initiatives”. Dating the official beginning of outdoor education back The official beginning of outdoor education dates to the first local authority center in the UK in 1951 (Ardroy Outdoor). Prior to that time, outdoor education was undefined. In the beginning it’s early stages, outdoor education did not have the same modern objectives and in fact, outdoor education only appeared in the United States initially as a way to alleviate some of the tuberculosis cases and other illnesses that were being commonly spread through the small indoor class rooms (Link Springer). John Quay, author of Outdoor Education and Indoor Education (p. 169), argued that “the present movement for the establishment of open-air schools while relating to sickly and backward children, merits serious consideration of educators, as pointing to possible changes in methods and curricula likely to be of practical benefit to all school children.” This being that the results from the outdoor education programs were so profitable, that it became a highly suggested initiative to become a part of all education curriculums.

Laura Smith introduces the revolution of breaking out of indoor learning and transforming schools to better accommodate a child’s learning style in her write up on salon.com. Smith begins by explaining why indoor education is not beneficial to most children in means of education through their natural behaviors inside of a classroom. “You probably spent a lot of your time looking at the clock, bored out of your mind,” is how she summarizes the common experience of children inside of a classroom. Smith proceeds to ensure us that, Erin Kenny is one of the many, who have found a solution to this classroom boredom—outdoor education. Kenny founded the U.S’s first “Forest Kindergarten”, the Cedarsong Nature School. The Cedarsong Nature School has class outside in any weather allowing students to get the full forest like experience. Smith also introduces researchers such as Julie Athman and Martha Monroe whom conclude in a 2004 study that, “environment-based education significantly raised motivation levels.” Overall, Smith ensures that the environmentalist, educators, and parents all agree that the purpose of outdoor education provides a child with a sense of freedom and exploration, which leads to creativity and innovation, which are key principles to success in the 21st century. 

The Ardroy Outdoor Education Center states that the, “typical aims of outdoor education is to: Develop a deeper relationship with nature; Enhance personal and social development; Learn how to overcome adversity and increase resilience.” These are all necessities to a child’s growth, that cannot be accomplished with mere indoor education. The Cultivating Outdoor Classroom: Designing and Implementing Child-Centered Learning Environments is a book written by Eric Nelson, a Harvard University Alumnus, in which provides a more detailed explanation on the key elements of outdoor education and how it can have an everlasting effect on a child’s entire childhood. It includes every single aspect that is incorporated in the process of transforming to primarily outdoor education-- from the stakeholders involved, to the strategies of the teacher, to the design of the outdoor classroom. This is just one example of the step-by-step process needed in order to transform the education system. Nelson’s book is not only a reference for research, but also is a practical source, securing that outdoor education is accessible and feasible. 

Outdoor education provides one main tangible entity that indoor education cannot provide— the outside. According to The Trek Company, which specializes in outdoor adventures, the outside offers seven major health benefits to being outside, including access to vitamin D, clean air, and improves psychological health. The Trek Company insists that, “those who don’t get enough Vitamin D are more likely to suffer from osteoporosis, cancer, and Alzheimer’s.” The article goes on to say that direct sunlight is one of the best ways to receive this Vitamin D. By being outside, receiving clean air is inevitable. Pollutants are everywhere, including outside, but according to United States Environmental Protection Agency, indoor pollutants are far worse (The Trek). With Alongside the prevention of diseases, outdoor learning also has the ability to improve nutrition, cognitive abilities, self-discipline, and eyesight (The Natural Organization). The improvement of cognitive abilities, which is what school is generally based on, is due to nature increasing a child’s ability to focus. This goes hand and hand with improving their self-discipline, as nature peace and self-control. Everything about a child can affect the success of a student academically, for example if one aspect in their life is not doing to well it has the potential to affect the other areas in that child’s life. Seeing this through, how the cognitive is directly related to self-growth, with self-discipline being a clear example. “Cognitive dissonance is created when the combination of challenge, mastery, and success inherent in outdoor education activities encourages growth in participants. By rising to the challenge and overcoming the stressful situation, individuals experience personal growth,” (The Impact). Zach Davis, writer of the Appalachian Trails, writes, “Spending time in nature has been linked to improved attention spans (short and long term), boosts in serotonin (the feel good neurotransmitter) and shows increased activity in the parts of the brain responsible for empathy, emotional stability, and love (whereas urban environments do the same for fear and anxiety) (The Trek).” Outdoor learning not only benefits physical health but benefits mental health as well. Outdoor learning can reduce Attention Deficit Disorder (ADD) symptoms and reduce stress (The Natural Organization). Education is more than academics. Children, or anyone in general, are less likely to reach their full potential if they are not mentally healthy. “Children will be smarter, better able to get along with others, healthier and happier when they have regular opportunities for free and unstructured play in the out-of-doors (Burdette and Whitaker, 2005),” (The Natural Organization). Along with mental health, it is beneficial to their emotional health. It is essential that children are able to interact with others in a healthy manner. Social skills are a life long skill and if are not taught or encouraged correctly can be detrimental to the rest of their academic career up through college, to their career and entering the workforce. 

Almost all parents encourage and believe that recess is a necessity (Pica). However, many encourage recess for the same reasons that outdoor education is argued for without realizing it. It is evident that teachers and parents believe that recess is essential when it comes to a child’s typical school day. Recess is encouraged and considered necessary because it increases focus, natural light improves wellness, reduces stress, develops social skills, exercise is healthy, and physical activity feeds the brain (Pica). When compared, outdoor education does the same thing as recess, but can only be more beneficial as there is no guidance during recess. Outdoor education has the potential to create a new learning environment when a curriculum is solely based on this type of learning, if allowing children to do whatever they their hearts desire for half an hour does for them.

The Natural Organization also presents the benefits of connecting children to the outside environment. While focusing on a project centered around the young children in North Carolina, the organization also gave the nutritional benefit which is often is a benefit over looked (The Natural). Children whom work directly with nature, are exposed to a healthier environment which is beneficial to the child in ways improving physical activities, eyesight, and reduces stress. The Natural Organization’s project for a pre-school in North Carolina, used outdoor education in order to expose the young children to “natural” foods, by having a school garden. The results of this project concluded that as far as nutrition, improvements are made because children who grow their own food are more likely to eat fruits and vegetables, show higher levels of knowledge about nutrition and they are also more likely to continue healthy eating habits throughout their lives (The Natural Organization). This is key, as the United States has a high volume of obese citizens, specifically children. “Families are eating more processed, high-calorie foods due to their busy schedules which makes a family sit-down meal a rare event. These changes have led to an epidemic of childhood obesity, which presents serious health threats for children including heart disease, diabetes, sleep apnea, and social and psychological problems. Today in North Carolina, more than one-third of young children are considered overweight and obese,” (The Natural Organization). Teaching children at a young age the benefits of growing their own food and how to go about doing such can help prevent not only childhood obesity, but adult obesity as well. Preventing obesity can extend ones life, as adult obesity comes with many health issues such as high cholesterol, and high blood pressure, and things of that nature.

Outdoor education is not only for young children but should be incorporated in the education system K-12th grade, because there are a variety of avenues to explore when it comes to outdoor learning. The outdoor education’s criteria will need to reflect the expected development to corollate with the growth of the child mind, depending on age and academic classification. For high school students, McGowan documents the effects of outdoor education and its purpose for grade school through an experimental study (The Impact). In Ontario, Canada, teachers spend an entire day each week for the semester using intense outdoor education. Students proved to become the authors of their own actions and achieved success overtime because of direct effects of their environment (The Impact). Their environment allowed them to a distinctive self-authority leadership skill, as they felt in charge of their own learning and growth (The Impact). Although this particular study was to compare the data results of gender vs. gender and age vs. age, this study can be used as a basis to determine other factors useful to forming an outdoor education curricula for all high schools here in the USA. High schoolers need the self-authority skill found in outdoor education, in order to prepare for the next step in their lives. The NY Time reports that the percentage of American students who go to college immediately following high school graduation, is declining for the first time in decades. In 2014 only about 66% of students were reported to attend college the fall following their graduation (NY Times). For the other 34%, they are expected to find some way to stimulate the economy and achieve personal success, thus they begin to work or enroll in some branch of military service. For this 34% of high school graduates, adapting to environments other than a classroom setting is important. Since school, is the place of preparation, it should be a requirement to explore outdoor education, as a way to assist this 34% of students. If college education is deemed important to achieve success in America, then outdoor education could also be used as a way to increase the 66% and lower the 34% ratings. Logically, if outdoor education is incorporated to better the education provided, students will learn more and be exposed to different skills which can instill the urgency to pursue a college education. 

From the standpoint of a critic against outdoor learning, the main accusation from environmentalist, is that since outdoor learning doesn’t help the economy, thus it must harm it. They believe that by improperly using the environment, generations to come won’t be able to use natural resources for actual necessities (Cushman, John H.). John Cushman, a writer for the NY Times, enlightens readers on the perspective of the environmentalist in the case of moving schools to have required outdoor learning. This specific argument attracts readers who are pro-environmental, which taps into part of a huge issue concerning preserving nature natural preservation. In actuality, according to The Natural Organization, nature can still be preserved and if not, more appreciated through outdoor education. Children will be exposed to the environment properly and can better determine how they will use nature in the future. For example, children who are exposed to flowers and plants and can connect with nature physically, and not just through a picture diagram in a text book, are less likely to destroy flowers at recess, and furthermore grow their own plants at home (The Natural Organization). A new and improved Common Core Curriculum with an emphasis on outdoor education will not only reset the curriculum for students, but will also have a drive on the future economy. Children must be educated on their environment in order to better serve it. 

By reducing stress, improving social skills, encouraging healthy choices, instilling self-discipline, and supporting creativity and problem solving, outdoor learning helps shape who children become. Outdoor education also improves a child’s overall academic performance and success overall. Outdoor learning creates responsible, accountable, growing, helpful, future leaders of our country, all while working towards helping the environment. Outdoor education is beneficial to a child’s physical, mental, and emotional health. While opening many opportunities to grow and expand their options for the future, outdoor education, implements not only what a child needs to know to learn a subject, but also relates them back to the real world and connects them to their future through an interactive environment. As Americans, in order to determine the success of our future education system, environment, and country, we will only reach true excellence once we incorporate outdoor learning into said Common Core Standards curricula.
