Supporting children's wellbeing through outdoor time: opportunities to integrate consistent outdoor time into the elementary school day

Background: Time in nature supports cognitive, psychological, academic, and health benefits. Outdoor time during school can provide young people with equitable access to these benefits, however, there are within-school constraints. Understanding if and how teachers can frequently and consistently incorporate outdoor time in the schoolyard into their classroom activities can inform broader implementation.

Methods: A mixed-methods observational study was conducted with 17 teachers from five elementary schools. Teachers reported on how they incorporated outdoor time into their classes over an eight-week period. Data on outdoor time, activities, locations, barriers, motivations, and facilitators were collected through surveys on 15 randomly pre-selected days, and through a post-survey.

Results: On the 15 randomly selected days surveyed, classes went outside 78% of the time, ranging from 6-15 outdoor days per class, and 0-285 min per day. Time, activities, locations, motivations, barriers, and facilitators varied across classes and days. The most common activities were free play (n = 138) and intentional engagement with nature (n = 57). Health benefits (n = 68) and having time (n = 58) were the most common motivations teachers reported for incorporating outdoor time.

Implications for school health policy practice and equity: Consistent outdoor time in the school day can support students' wellbeing and academic success. Encouraging free play, highlighting the health benefits, using a systems approach, and flexible implementation may help teachers increase their use of outdoor time during the school day.

Conclusion: Teachers consistently incorporated outdoor time, but implementation varied across classes and days. Implementation findings from this district could help inform practices at other schools.