Dreaming of Outdoor Classrooms: Unlocking Student Emotions through Biophilic Pedagogy in Ohio

As an educator in Ohio with a background in psychology, I often find myself reflecting on how the environment shapes the way students feel and learn. I dream of having an outdoor space where I could bring my students to experience learning beyond the four walls of a classroom. The idea of biophilic pedagogy—using nature to support emotional regulation and learning—has fascinated me for years. If I had the chance to teach English through wilderness immersion, I believe it would transform how students connect with language and with themselves.

A peaceful forest clearing set up as an outdoor classroom

How Nature Supports Emotional Regulation in Students

From my psychology training, I understand that emotions play a crucial role in learning. When students feel anxious, overwhelmed, or disconnected, their ability to focus and absorb new information drops. Nature offers a natural way to calm the mind and body. Research shows that spending time outdoors lowers cortisol levels, reduces stress, and improves mood.

In Ohio, where seasons shift dramatically, the changing environment offers a rich sensory experience that can help students ground themselves. Imagine a student struggling with frustration during a writing exercise. Taking a break outside to observe the rustling leaves or listen to birdsong can help reset their emotions. This is not just a break from learning—it’s an active part of the learning process.

Biophilic design in schools means intentionally bringing elements of nature into learning spaces. This could be as simple as windows with views of trees or as immersive as outdoor classrooms. For me, the dream is the latter. I want to see students sitting on logs or blankets, writing poetry inspired by the wilderness around them, or practicing English conversation while identifying plants and animals.

Teaching English through Wilderness Immersion

Using the wilderness as a classroom offers unique opportunities for inquiry-based exploration. Instead of traditional textbooks, students engage directly with their environment. This hands-on approach encourages curiosity and deeper understanding.

For example, I would design lessons where students learn new vocabulary by describing natural objects they find. They might write stories or dialogues based on their observations of animal behavior or seasonal changes. This method connects language learning with real-world experience, making it more meaningful and memorable.

In Ohio’s forests and fields, there are endless themes to explore: the life cycle of trees, the sounds of different birds, or the history of native plants. Each topic can spark questions and discussions that build language skills naturally. Students learn to express their thoughts and feelings about nature, practicing descriptive language, narrative skills, and critical thinking.

The Benefits of Nature-Integrated Learning for Ohio Students

Ohio’s climate and landscape would provide a perfect backdrop for nature-integrated learning. From spring wildflowers to autumn leaves, the environment changes enough to keep lessons fresh and engaging throughout the school year.

Here are some benefits I see for students:

• Improved focus and attention: Time outside helps students return to tasks with renewed energy.

• Stronger emotional resilience: Nature supports calming and self-regulation skills.

• Enhanced creativity: The sensory richness of the outdoors inspires imagination.

• Better physical health: Movement and fresh air contribute to overall well-being.

• Deeper connection to community and environment: Students develop respect for nature and their local area.

  
  

These benefits align closely with what I want for my students—not just academic success but emotional growth and a sense of belonging.

Overcoming Challenges to Outdoor Teaching in Ohio

Despite the clear advantages, many Ohio schools lack dedicated outdoor spaces for teaching. Weather, safety concerns, and limited resources often keep learning indoors. I understand these challenges well. Still, I believe small steps can make a difference.

Teachers can start by organizing short outdoor sessions in nearby parks or schoolyards. Using portable materials and flexible lesson plans allows for easy adaptation. Collaborating with local environmental organizations can bring expertise and resources to support outdoor learning.

Advocating for biophilic design in school renovations or new buildings is another way to push for change. Even classrooms with large windows and indoor plants can help bring nature closer to students.

Personal Reflections on the Dream of Outdoor Classrooms

Every time I imagine teaching in a natural setting, I feel a surge of hope and excitement. I picture students who are calmer, more engaged, and eager to explore language through the lens of the wilderness. I see myself guiding them through inquiry-based activities that connect their minds and hearts to the world around them.

This dream is not just about a physical space. It’s about a shift in how we think about education—valuing emotional well-being as much as academic achievement, and recognizing nature as a powerful partner in teaching.

I hope more schools in Ohio will embrace this vision. Until then, I will keep advocating for outdoor learning and finding ways to bring nature into my teaching whenever possible.