What is an outdoor learning environment at a school?

An outdoor learning environment is a deliberately designed part of the school grounds that supports teaching and learning outside the classroom. It can include gathering spaces, nature areas, gardens, flexible seating, performance zones, hands-on learning elements and active environments that allow curriculum, play and wellbeing to overlap.

Students presenting from a timber deck to classmates seated on staggered terraces

Outdoor learning is more than an outdoor classroom

A table under a shelter can be useful, but outdoor learning can be much broader. The landscape itself can become part of the learning experience.

Planting can support science and environmental learning. Level changes and measurement elements can support mathematics. Gathering areas can support discussion and performance. Sand, water, loose materials and natural systems can encourage experimentation, collaboration and problem solving.

Design for how teachers will actually use the space

The most successful outdoor learning areas are easy to access, easy to supervise and flexible enough to support different class sizes and activities. If teachers need to carry large amounts of equipment, cross a difficult part of the campus or compete with noisy play areas, the space may be underused.

Practical questions matter: Is there shade? Can a class gather comfortably? Is there somewhere to write or demonstrate? Can students work in smaller groups? Is storage nearby? Can the space support both planned lessons and informal use?

Create different scales of learning

Not every lesson needs a class-sized amphitheatre. A strong outdoor environment can provide several scales of space: a larger gathering area, small group settings, individual retreat spaces and areas for hands-on exploration.

This creates more flexibility across the school day and allows outdoor learning to become part of normal teaching practice rather than a special event.

Connect learning, play and wellbeing

The boundary between learning and play is often productive outdoors. A space designed for balancing, building, gardening or exploring water can support physical development, collaboration, curiosity and problem solving at the same time.

For schools, this means outdoor investment can do more than solve a playground need. It can strengthen the broader educational environment and give students more varied ways to engage with the campus.

Plan the environment as part of the whole school

Outdoor learning should connect logically with classrooms, circulation, play areas, landscape and existing school assets. A campus-level view helps identify where quiet learning belongs, where active play should occur and how outdoor spaces can complement rather than compete with one another.

This is particularly important when projects are staged. A clear long-term plan can allow each new area to contribute to a more coherent campus.

Next step

ULP designs school environments where learning, play and landscape work together. Explore our school outdoor learning solutions or talk to us about how an underused part of your campus could work harder.