Time Outdoors

While we love nature, and want our students to find similar passion for the outdoors, Summerwood's commitment to nature-based learning is also an evidence-based educational practice.

Very real and important skills, like executive functioning--which is the determining factor of whether a student can independently perform classroom tasks--are tied directly to unstructured time outdoors.

"A recent study from Norway looked at the associations between time spent outdoors during child care and executive functioning.

Among children ages 4 through 7, those who spent more time outside during child care performed better on an executive function assessment and showed fewer inattention-hyperactivity symptoms.

Further, numerous studies[1] have found that playful engagement with nature in kids under age 12 was linked with improved mental health and emotional regulation. (“Playful engagement” consists of open-ended, child-directed experiences such as free play, exploration, and child-initiated learning, in contrast to externally directed activities, such as school gardening projects and adult-led field trips). These findings were consistent among both children with Attention Deficit Hyperactivity Disorder (ADHD) and those without diagnosed ADHD."

Check out the article to learn more: https://www.childtrends.org/year-round-outdoor-play-can-boost-kids-performance-school/