Cultivating teacher joy: Insights from outdoor learning experiences

While much research on teacher well-being has focused on reducing stress and preventing burnout, less attention has been given to the emotional experiences that help support educators in their work. This study explores the role of teacher joy within the context of outdoor learning, offering a holistic perspective on professional well-being. Using reflexive thematic analysis, we analyzed 31 data sources from five previous studies involving 21 PreK–12 teachers across the United States. Findings highlight four key ways teachers experience joy through outdoor learning: (1) through watching students learn and grow; (2) facilitating connections in/with nature; (3) prioritizing flexibility and leaning into distractions; and (4) fostering collaborative explorations. These relational and context-specific experiences reveal how joy plays a powerful, sustaining role in teachers’ professional lives. This study contributes to a deeper understanding of joyful pedagogy and highlights the potential of outdoor learning to enhance teacher well-being and support professional sustainability.