By Christy Martin, Ed.D.
Recently Dr. Anthony Fauci encouraged schools to move instruction outdoors whenever feasible. At first glance that idea can seem impractical for districts that rely heavily on technology or for educators concerned about student distraction. Yet many educators and researchers argue that outdoor learning—when planned thoughtfully—can be a safe, practical, and effective complement to traditional classroom time.
Most modern campuses already have suitable outdoor spaces that can serve as classrooms: football stadiums, baseball bleachers, playground areas, benches, picnic shelters, lawns, and covered eating areas are all potential options. Where campus Wi-Fi is strong, students can use Chromebooks and other devices in these locations without interruption. In settings where connectivity is limited, teachers can still hold lessons outside and bring activities that require internet access back into connected spaces.
Because almost all students carry smartphones, many instructional apps and tasks can be completed without full campus Wi-Fi. A wide range of educational apps support offline functions or require only occasional connectivity, allowing teachers to blend outdoor, device-based learning with brief indoor sessions for tasks that must be online. This flexibility reduces the need for constant internet access while still integrating digital tools into instruction.
Beyond logistics, there are clear instructional benefits to outdoor learning. Research cited in Frontiers in Psychology indicates that students are often more attentive after outdoor lessons, and that increased focus can carry over when they return indoors. For students who experience attention or sensory challenges, outdoor time can reduce distractions and support better self-regulation and engagement. Additionally, schools facing ventilation or stale-air issues may find outdoor instruction a healthier option during periods of high concern about indoor air quality.
Implementing outdoor instruction successfully requires planning. Schools should map Wi-Fi signal strength across campus to identify the best locations for connected work, and consider targeted Wi-Fi expansion where feasible. Administrators and teachers should collaborate to schedule outdoor lessons so that classes rotate through outdoor time without disrupting other activities. Simple considerations—shade, seating, accessibility, and restroom access—will make outdoor lessons more practical and comfortable for both teachers and students.
Teachers should experiment with phone- and tablet-friendly learning activities and become familiar with apps that work well in low-connectivity settings. When possible, prepare lesson materials that can be accessed offline or provide printed backups for students who may need them. Seating arrangements such as portable stools, picnic tables, or blanket areas can be used to establish a sense of classroom routine outdoors and help maintain focus.
Weather and regional climate will inevitably limit how and when outdoor learning can be used. In colder or wetter regions, outdoor instruction may be seasonal or require additional planning for shelter and warm clothing. Even so, selectively integrating outdoor lessons during favorable weather can provide students and staff a valuable break from closed indoor spaces and help maintain engagement over the academic year.
Dr. Fauci is not an education specialist, and educators remain the experts on what works in their classrooms. Still, teachers and administrators should consider evaluating outdoor instruction as one more tool in their response toolbox. Start small: pilot a few outdoor lessons, monitor student engagement and outcomes, and gather teacher feedback. If successful, schools can expand outdoor options, plan Wi-Fi improvements, and integrate outdoor learning into long-term instructional design.
We have learned and experimented a great deal during this pandemic. Moving some instruction outdoors, thoughtfully combined with technology and careful planning, may be a sustainable practice that improves student engagement and well-being long after immediate public-health concerns have eased.
About the author
Dr. Christy Martin recently retired after more than 30 years in K–12 and higher education, and six additional years working in social services for foster youth. She considers advocating for at-risk youth a calling. Since retiring in February, she has returned to her passion for writing, focusing on child welfare and school issues. She lives in East Tennessee, about 15 miles from the Great Smoky Mountains National Park.
This article was originally published by The Learning Counsel, a research institute and news media hub focused on providing context for the shift in education to digital curriculum.