Promoting health and equity in schools: environmental scan of outdoor learning spaces in Nova Scotia.

Abstract

Children are increasingly disconnected from nature, particularly within the school setting, despite the potential for schools to influence children's health and well-being. In 2021, government funding allowed for the creation of new outdoor learning (OL) spaces in elementary schools in Nova Scotia, Canada. We conducted an environmental scan to explore the state and impact of this OL funding for children's health and well-being. All Nova Scotia elementary schools (n = 289) were sent an online survey about elements included in their OL spaces, how diversity and accessibility were addressed, perceived benefits to students, and insights about the process. Quantitative and qualitative data were analyzed descriptively or through content analysis, respectively. Ninety-four (33%) surveys were returned. Most (65%) respondents had or were creating their OL spaces. Outdoor seating with a white/blackboard was the most common design (34.5%). Schools made some efforts to incorporate diversity and accessibility in the designs. Respondents perceived that the OL spaces increased student engagement, movement, and exposure to nature. Schools also noted that clearer communication about the funding was needed, including more school involvement in decision-making, more choice in design, and corresponding professional development for teachers. The OL spaces were perceived to support the creation of inclusive, supportive school environments that promote diversity and contribute to students' overall sense of well-being. Yet, the findings also underscore that the OL space infrastructure is only part of the equation and broader systemic, pedagogical, and cultural supports are essential to enabling meaningful and sustained OL.