The Great Outdoors

Joe Iuliano, Assistant Head for Academic Affairs
Now that the school year has concluded, it’s time to re-engage with the world and with each other. During the past year many of us re-connected with the natural world as we sought open spaces, fresh air, and the comfort and beauty of nature. For safety’s sake, we walked in woods or fields, along the shores of ponds, lakes, and seacoast, and up and down hills and mountainsides. Sometimes we were alone or with pets; other times we walked with a family member or friend. Nature can provide great comfort at any time, for the past year, the outdoors provided an antidote to the closed in feeling of our homes and of the pandemic itself. 
 
We spent a lot of time outdoors at school as well. In most instances class, lunch, recess, or other activities were made that much more enjoyable by being in the sunlight and a blue sky (on intemperate days, being out of doors was a discomforting disappointment—coldness in the bones replacing warmth in the heart). Still, even on cold winter days or ‘beneath-our-expectations’ spring ones, there was much joy to be heard on our playing fields during PE classes, recess, and lunch time as our students of every age enjoyed both structured and free play outdoors.
 
All that time outside was certainly a boon to body and soul, but what about the mind? Our school seeks to serve the mind—to help students learn to use their minds well and to develop habits of mind and thinking routines. Observation, practice, and research come to agreement here on the positive impact of being in nature.
 
In a 2019 Frontiers of Psychology journal article, Ming Ku, associate professor in the Department of Natural Resources and Environmental Sciences at the University of Illinois stated, ”We found strong evidence that time in nature has a rejuvenating effect on attention; relieves stress; boosts self-discipline; increases physical activity and fitness; and promotes student self-motivation, enjoyment, and engagement," Kuo explains. "And all of these have been shown to improve learning.”

Kuo’s co-author, Catherine Jordan, associate professor at the University of Minnesota and pediatric neuropsychologist, adds some specificity about the positive impact of time in nature on learning and the development of the mind: "Report after report -- from independent observers as well as participants themselves -- indicate beneficial shifts in perseverance, problem solving, critical thinking, leadership, teamwork, and resilience. All of these line up with skills we know are important for kids' ability to thrive in the 21st century.”
 
The report further asserts that researchers are now able to discern a real cause-effect relationship between time in nature and learning. While we non-researchers probably understood this relationship before, now we have significant evidence based on multiple studies that the answer to the eternal question, “Can we have class outside?” is definitely “Yes.”
 
As for summer, it is the time for students to rest their minds a bit after a long, hard school year. However, when we have an opportunity to do summer like we normally do summer, then naturally we will maximize our time in the world’s great big outdoor classroom and do some learning, ironically, without even thinking about it.
As an inclusive private school community, Brimmer welcomes students who will increase the diversity of our school. We do not discriminate on the basis of race, religion, sex, gender, gender identity and expression, disability, sexual orientation, national origin, ancestry, or any other characteristic protected from discrimination under state or federal law, in the administration of our educational policies, admissions practices, financial aid decisions, and athletic and other school-administered programs.