Though we often see ourselves separate from nature, humans are also part of that wildness.” Richard Louv, Last Child in the Woods. Few people have spent time thinking about our disconnect from nature. In the field of education, this topic surfaces at professional development conferences, during local school board meetings, and among teachers who wonder aloud, “What’s happening to our children?”
When the foundational guide for Voyagers’ Community School was composed in 2001, outdoor adventure was deemed a necessary component. From day one, our students and teacher/researchers always trekked into green and wooded spaces. In 2007, residing in a building on 143 acres, every day began with a walk in the woods. The students often fished off a deck and sledded on the hillsides. They even paddled the canoes they built with raw plans, sheets of plywood, and guidance from an experienced wood craftsman.
The Inception of the Outdoor School
However, in 2013, wrestling for several years with antsy and often discontented middle schoolers, Lucas, presented the idea of developing an outdoor school. Our Founder, and now CEO, Karen asked, “What’s an Outdoor School?” Upon explanation the floodgates were opened and Lucas was given carte blanche to develop this concept.
It all began in a local park in Howell, New Jersey, where students traveled by van from school three days a week for three hours at a time. In these early days, the mobile outdoor school was equipped with waterproof notebooks, situpons, pocket microscopes, specimen jars, bug boxes, and so much more. The students kept in school seasonal clothing, wading boots, fingerless gloves, and other creature comforts for the best and worst weather.
In 2015, a new adventure was launched in the Bliss Arboretum in Eatontown, New Jersey, where our school was relocated. Now led by two teachers and an aide, the classroom became acre upon acre of woods, a stream, and tributaries. Three mornings a week, 20 degrees or above, barring lightning, the teachers and their students continued their schooling under an umbrella of trees. Added to the rolling classroom were fishing nets, compasses, and a tarp and rope. The students learned to create a shelter from rain and snow and explored survival methods. They learned with all their senses, receiving immediate feedback from their unique and ever-changing surroundings.
From Infancy to Grade 12: Everyone Goes Into the Woods
In 2017, with five years of knowledge and experience in outdoor education, we began to encourage every Voyagers’ teacher/reseacher to venture beyond our adventurous yard and three season garden to the woods. It was very common for classes to pass or join each other in nature, often exchanging excitement about the whereabouts of a fox, the school of fish in the stream, or the swarm of wasps to be avoided.
We’ve often been asked, “Why go outside with students?” Simply: It’s good for them. “Aren’t you worried they won’t learn?” No. We are certain they are learning more than they would at a desk with the limited information in a textbook and an Internet search. The outdoors provides education across varied academic subjects through multisensory, hands-on, intellectual work. Being in natural spaces challenges children to take responsibility, regulate their behavior, understand their bodies in space, and build a teamwork mentality. From this experience, we see the shifting of student leaders as they share what they know, wonder, and want to try. There’s a balance in leadership, which allows each student to shine.
We incorporate risk-taking in nature, as children climb trees, scale trunks across the water, and track wild animals, in the arboretum days, an albino deer. Children need to be engaged emotionally to best retain information. As the author, John Medina, assures, “Emotionally charged events are better remembered—for longer, and with more accuracy—than neutral events,” When we tie the emotional being to the social experience, we create a perfect harmony for deep learning, that involves peer to peer communication, stick-to-it-ness, and responsibility for themselves, their work, and the environment.
Learning Happens With Greater Meaning
Our work with children addresses biological development. Think of movement as brain exercise—the more challenging, the better! Outdoor learning provides stress reduction through aerobic exercise, which mitigates anxiety and depression. Moving through the woods strengthens the vestibular system, which improves balance as the brain is forced to create neurological connections across hemispheres. Experiences in nature contribute to executive function, as students predict, plan, and self-regulate behaviors and emotions. Outdoor education fosters entrepreneurial skills: independence, innovation, and critical thinking.
We use the woods for long-term Global Studies (History) role-plays; think of Settlers of Catan coming to life. Students adopt identities, embed themselves in the landscape, create ownership, learn about culture, exchange information, and problem-solve together. The teacher and researchers provide dramatic play. Even middle and high schoolers still love to pretend. Role-play requires self-control, empathy, cooperation, collaboration, ownership, and emotional expression—all important life skills.
In one study conducted over many months, middle school students faced serious crises as they role-played a turbulent period in the life of the Lenape Indians. While in the woods, they encountered discussion and event cards displayed in the trees by the teacher. These sparked learning activities as they were asked, “How did we get here?” To experience an unfamiliar situation, students took on different roles. They examined maps of our region and recreated the world before Henry Hudson and following the arrival of European explorers. As they engaged in re-creations, they were asked, “What are you learning?” and “What are you practicing?” They built shelters, identified and classified plants, and traded goods. They encountered invaders with Dutch flags and trinkets and negotiated and traded.
This study in the woods required reading comprehension, reflective writing, memorization, research, assessment of conditions and resources, understanding ownership and systems of government, and art. It also called on the students to negotiate, cooperate, collaborate, problem-solve, express empathy, and resolve conflicts. Students reviewed what happened and felt deep emotional connections.
Connecting With Nature and One’s Self
Since 2013, and now led by Larry and Kadi, quite seasoned outdoor adventurers, middle and high school students have connected with nature at Thompson Park and on the Brookdale Community College campus in Lincroft. They joyfully study watershed ecology, biology, physics, history, geology, geography, anthropology, animal science, etc. These students continue to spark excitement as they lead the way for all Voyagers’ students to explore the woods.
Don’t miss the opportunity to learn about this sound approach to teaching and learning. It’s good for life. Please book an appointment today and tour our school.