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A wetland none of us had been to before, a trail that swallowed a boot whole, and a face-plant in the mud that ended in ice cream to celebrate everyone's bravery. In this episode, I talk about the place my kids didn't want to go to and why it became the best part of the week. Plus, everything you get inside the 3-day Summer Institute running September 2-4. Register for the Summer Institute (Sept 2-4, $11) → HERE Grab the free outdoor learning calendar mentioned in this episode → HERE

A good lake day, floaties on, working up to getting our faces wet, one very serious rule about skipping stones, and one heartbreaking moment involving a rock that was special right up until it wasn't. In this episode, I walk through one ordinary lake morning and everything that happened inside it without a single lesson plan, angles, density, literacy, science, all of it showing up because we were there, not because I scripted it.  Plus, an update on the Summer Institute running the first week of September. Grab the free outdoor learning calendar mentioned in this episode → here  Details on the Summer Institute (Sept 2-4, $11) → More Info Here

In this episode, I take you along on a stream day with my own kids, the kind of ordinary Tuesday outing that turned into a full afternoon of watching water move, racing sticks downstream, and arguing about which rock a stick would hit next.  I walk through what we noticed about fast water versus still water, the picture book we read before we left, and how a completely unplanned game turned into real science thinking without me ever calling it that.  If you've ever wondered what "noticing and wondering" actually looks like in practice, or you want a simple way to turn a walk by moving water into something richer, this one's for you.  Grab the free outdoor learning calendar, a prompt for every single day of the year organized by weekly themes, and go start your own stick race!

Nature Journaling Made Simple: Helping Kids Notice, Wonder, and Connect Nature journaling is much more than drawing outside. In this episode, Lauren sits down with Billie Jo Reid from Pine & Ponder Outdoors to explore how nature journaling helps children slow down, notice the world around them, and deepen their connection with nature. Billie Jo explains that nature journaling combines words, pictures, and numbers to help children make sense of their observations. While drawing is one part of the process, the true purpose is to carefully observe, ask questions, and build meaningful connections with the natural world. In this episode, you'll learn: What nature journaling is—and how it differs from simply sketching outdoors.Why observation and curiosity are more important than artistic ability.How nature journaling supports inquiry, critical thinking, and multiple ways of learning.Why celebrating children's questions is just as valuable as finding answers.How drawings help ground observations and encourage children to slow down and notice details.Billie Jo shares a simple routine that teachers can easily implement: 1. Explore and Connect Begin by giving students time to simply be outside. Allow opportunities to explore, play, and build a relationship with the place before asking them to record anything. 2. Observe Go on a short nature walk and encourage students to find something that catches their attention. 3. Notice Before writing, encourage oral discussion using prompts such as: What do you see?What colours do you notice?What shapes?What size is it?What textures can you observe?Can you count anything?4. Wonder Invite students to ask questions using the Five Ws and How: Who?What?Where?When?Why?How?Make Connections Encourage students to build personal connections: "It reminds me of...""It looks like...""I've seen something similar...One of her biggest tips is to always start with metadata, recording: DateTimeWeatherTemperatureLocationPracticing these routines—even something as simple as writing the date on classroom whiteboards each day—helps students develop habits that soon become second nature. Whether you're completely new to nature journaling or looking to strengthen an existing outdoor learning practice, this conversation is full of practical ideas that make getting started feel approachable. If your school or district is interested in learning more, Billie Jo offers professional development workshops and presentations through Pine & Ponder Outdoors. Happy exploring!

In this episode of Teach Outdoors, Lauren is joined by hope and climate communication expert elin kelsey for a powerful conversation about how we understand and talk about climate change—and what shifts when we focus on possibility instead of only crisis. elin kelsey's website elin shares the idea of solutions-based journalism, a practice that intentionally highlights responses, innovations, and progress that are often left out of traditional news cycles. Much of what we regularly see and hear leans toward doom and overwhelm, but she reminds us there is also a growing body of real, measurable action happening globally. Even simple shifts—like including positive climate news in school morning announcements—can begin to reframe how young people and educators engage with environmental issues. A central theme in this conversation is the importance of updating the information we rely on. elin challenges listeners to consider the “expiration date” of what we think we know, especially in a rapidly changing world where new research and solutions are constantly emerging. She also invites us to widen our sense of agency beyond humans alone. Climate response is not only a human story—every species is adapting, responding, and demonstrating resilience in its own way. This broader ecological perspective helps shift learning outdoors from despair toward curiosity, observation, and interconnectedness. The episode also explores the work of Project Drawdown, a major data-driven initiative identifying the most impactful climate solutions available today. elin highlights examples such as reducing chemical refrigerants—an issue that has already seen meaningful global progress through coordinated scientific and political action, similar to the successful response to the ozone crisis. To close, elin emphasizes the importance of hope as a practice, not a passive feeling. She is also a prolific author of children’s and adult books that center hope, climate awareness, and possibility. If you are interested in having elin speak in your district, she welcomes outreach—and her work offers a range of entry points for educators looking to bring more hopeful climate conversations into their classrooms and outdoor learning spaces.

Today, we’re beginning a brand-new series exploring climate change, sustainability, and environmental learning in BC schools. Over the next few episodes, we’ll dig into what these ideas can actually look like in real classrooms — not as something extra to add onto already full plates, but as a way to deepen the learning we’re already doing through connection, curiosity, inquiry, and meaningful experiences. Most of us recognize that climate change and sustainability are real and important issues. We trust the science, and we know young people are growing up in a world where these conversations matter. At the same time, there are real systemic barriers. Many educators haven’t had opportunities for professional development or support in this area, so it can feel difficult to picture what environmental and climate learning actually looks like in day-to-day classroom practice. There are also incredible frameworks and resources available, but many educators either don’t know these documents exist or don’t have the time and support to fully unpack them. Sometimes these frameworks can feel academic or overwhelming at first glance. They require time to sit with, interpret, and translate into authentic classroom experiences. This series hopes to make these ideas feel more accessible. Throughout the series, we’ll explore practical strategies, real classroom examples, case studies, and ways educators can take one small idea and begin. Because this work doesn’t have to start with a massive project or unit. Often, it begins with noticing, wondering, asking questions, and helping children build relationships with the places around them — something many educators are already doing. In today’s episode, Alisa Paul and I explore the Climate Change Connections to the BC Curriculum document released by the Ministry of Energy and Climate Solutions and the Ministry of Education in September 2025. We discuss how frameworks like these can become flexible, supportive tools for educators rather than just another document sitting unread on a website. In this episode, we discuss: What climate change is How to approach climate conversations in hopeful and realistic ways rather than through fear or doomInsights from the 2025 Learning for a Sustainable Future report: From Awareness to ActionPractical classroom strategies and examples for K–3 educatorsHow climate literacy looks different across grade levelsSupporting students emotionally while helping them build knowledge and skillsWhat climate literacy can look like for educators themselvesSix climate action strategies educators can begin exploring in their classroomsWhether you’re brand new to climate education or already integrating environmental learning into your practice, we hope this conversation leaves you feeling encouraged, supported, and inspired to begin with one small step. https://lsf-lst.ca/wp-content/uploads/Final-Executive-Summary-2025.pdf https://www2.gov.bc.ca/assets/gov/environment/climate-change/climate-literacy/bc_climate_change_curriculum_k-3.pdf https://cleanbc.gov.bc.ca/about-climate-change/ https://www2.gov.bc.ca/gov/content/safety/emergency-management/education-programs-toolkits/master-of-disaster

In this special episode, I sit down with my good friend and colleague April Pikkarainen to share the story behind our first collaborative book, Learning with the Land: A Nature Playbook. We reflect on our early days working together, the experiences that shaped our thinking, and the inspiration that led us to bring this book to life. Together, we unpack the Spiral of Inquiry and how it weaves meaningfully with four core nature routines to support authentic, land-connected learning. We also honour the incredible people who supported this journey—Judy Halbert and Linda Kaser for their foundational work and guidance, Leona Prince for writing the preface, and Heidi Wood for walking alongside us throughout the process. This conversation is both a behind-the-scenes look at our writing journey and an invitation into the heart of the book itself. ✨ Join us for our virtual book launch on April 28th at 4pm PST. You can also pre-order the book here! ✨ We’ll also share details to register for the NOIIE Symposium on May 8. Register here! We’re so excited to celebrate this work with you and continue learning with the land—together.

What does it really look like to teach self-awareness… outdoors? In this first episode of the SEL Outdoors: One Competency at a Time series, I’m sharing how I scaffold self-awareness with my primary students using simple, meaningful outdoor practices. From picture books like The Color Monster, In My Heart, and Listening to My Body, to nature walks, circle discussions, sit spots, and journaling—you’ll hear real, practical ways to help students notice their thoughts, emotions, and bodies in connection with the natural world. These are approachable entry points you can try right away—while also giving you a glimpse into the deeper, more intentional work that’s possible when these experiences are thoughtfully connected over time. If this episode resonates with you, I’d love to invite you to join me and Jade Berrill for our 4-part course, Social-Emotional Learning in Nature, offered through the Outdoor Learning School & Store this April. Together, we’ll explore how to build a cohesive, curriculum-connected approach to SEL through outdoor learning. ✨ All sessions are recorded, so you can participate in a way that fits your schedule. Let’s begin with a simple question:  What are you noticing… within yourself?

On this episode of the Teach Outdoors podcast, I’m joined by Josée Bergeron—founder of Backwoods Mama and author of Beyond the Front Door: Embracing Nature for a Happier and Healthier Family. Josée is an outdoor parenting advocate and writer who is passionate about helping families raise children who feel connected to the natural world. Josée’s work has been featured on CBC Radio and referenced in parenting books and university courses. She holds a Bachelor of Science in Nursing from the University of British Columbia and a Creative Writing Certificate from Simon Fraser University’s Writer’s Studio. Josée is Red River Métis and lives in Kelowna with her five children. In this conversation, we explore what it really means to go “beyond the front door” when it comes to nature connection. Josée shares the personal story behind writing her book during a time of parental overwhelm and burnout—and how that experience led her to create a more relatable and supportive resource for families who want to spend more time outside. We also talk about raising outdoor kids, the importance of community when it comes to getting outside with children, and the relationship between home and school in nurturing nature connection. Josée reflects on what surprised her most while writing the book, what she wishes teachers understood about children’s need for nature, and what a truly nature-centered school might look like. This episode is a thoughtful conversation about simple, meaningful ways to reconnect children—and ourselves—with the natural world just outside our doors. In this episode, we discuss: The inspiration behind Beyond the Front Door Parenting, burnout, and finding community outdoors What “beyond the front door” really means for families Designing schools with nature connection in mind How parents and teachers can support each other in getting kids outside more If this conversation resonates with you, be sure to check out Josée’s book and explore her website of resources.

Today we’re exploring something that feels simple… but is actually deeply transformative: curiosity. What does it really mean to be curious outdoors — not as a strategy, not as a checklist — but as a way of being? In this episode, Lauren sits down with Dr. David Bryan, an educator and consultant with decades of experience across middle school, high school, university, and independent school leadership. He co-founded New Roads School and continues to work with schools and organizations exploring innovation, governance, and learning design. But today’s conversation isn’t about titles. It’s about posture. Presence. Permission. So many of us were trained to think of learning as delivering content: Clear outcomesClear objectivesClear answersBut outdoors, learning doesn’t always resolve neatly. Questions trail off.  Interests shift.  Students crouch down to investigate something and forget the “lesson.” David speaks about how curiosity flourishes when we give explicit permission to slow down and follow what draws our attention — even briefly. What does that permission actually look like in real classrooms? Curiosity grows when teachers: Allow students to linger with an object, sound, or place without needing to name its purposeFrame outdoor time as “noticing time” rather than “lesson time”Name curiosity out loud: “I’m not sure what that is — I’m curious too.”This shift may seem small, but it changes everything. When students are being curious outdoors, they are learning: How to pay attentionHow to observeHow to formulate meaningful questionsPatienceHow to relate consciously to placeThe value of uncertaintyWhat to do when they don’t know somethingWhat to do when they don’t know what to doOf course, curricular content is present too. But genuine curiosity often begins in a quieter place: “Hmmm… I’m not sure.”And that might be the most important place learning can begin.

In this episode of the Teach Outdoors podcast, I’m joined by Kelly Shuto—childhood friend, educator, and author of the What Does It Mean to… book series. We sit down to talk about our journey of co-writing the fourth book in her series, What Does It Mean to Care About Nature?, and how our shared history and deep connections to the natural world shaped this collaboration. Our conversation weaves together stories from our own childhoods, the role nature and play played in our lives, and why those early experiences matter so much for children today. We talk about care not as something we teach through rules or lectures, but as something that grows through time, relationship, curiosity, and joyful play outdoors. We also dig into how this book can be used in real, practical ways—with students in classrooms, during outdoor learning experiences, and at home with families. From inquiry-rich conversations to playful noticing and wondering, we explore how the book invites children (and adults) to slow down, ask questions, and build a genuine relationship with the natural world. This episode is a heartfelt reflection on friendship, creativity, play, and the belief that when children are given space to love nature, caring naturally follows. In this episode, we explore: Why Kelly and I wanted to write What Does It Mean to Care About Nature? togetherHow our childhood experiences with nature influenced our work as educators and authorsThe role of play in building care, connection, and stewardshipWays to use this book with students in classrooms and outdoor settingsHow families can use the book to spark meaningful conversations and experiences outdoorsWhether you’re a teacher, parent, or anyone who cares about helping children build a relationship with nature, this conversation is an invitation to rethink what “caring” really looks like—and how it begins with play.

Play is often treated as something extra — something we squeeze in when the “real learning” is done. But what if play is actually essential? What if, for many children, play is a sanctuary? In this episode of the Teach Outdoors Podcast, I’m joined by developmentalist, counsellor, and author Dr. Deborah MacNamara to explore the idea of Play as Sanctuary and what true, restorative play looks like in outdoor learning spaces — especially in schools. Together, we unpack why unstructured outdoor play matters for children’s emotional and developmental health, what’s really happening when kids struggle during free play, and how educators can support regulation and resilience without controlling or shutting play down. We also talk honestly about the tensions teachers feel between holding space for play and meeting curriculum expectations — and why that tension might be worth sitting with. Dr. MacNamara brings deep wisdom from her work with children and adults, as well as insights from her books Rest, Play, Grow and Nourished, helping us make sense of big feelings, big behaviour, and the role play has in helping children feel safe, seen, and restored. In this episode, we explore: What true outdoor play looks like (and how it differs from structured activities or recess)How children’s four irreducible needs show up during outdoor playWhy some students struggle with unstructured time — and how to support them without directing their playWhat “big behaviour” during or after outdoor time is really telling us developmentallyCommon fears educators have about unstructured play — and what research and clinical experience say about themHow restorative play builds genuine resilience (not just “toughening kids up”)Why play offers children rest — and how outdoor play restores in unique waysHow teachers can honour play while still feeling accountable to curriculum and learning goalsAs we wrap up, this conversation is a powerful reminder that play isn’t optional — it’s a developmental need. For many children, outdoor play is where they regulate, process, and reconnect with themselves and others. ✨ Resources mentioned: You can explore nature-based resources, ideas, and online courses for educators at teachoutdoors.ca — perfect for pro-D days, staff learning, or self-paced professional growth. If this episode resonated with you, consider sharing it with a colleague who could use permission to slow down and trust play a little more. Until next time — get outside, and keep playing.

In this episode, Lauren sits down with Dr. Mariana Brussoni—Professor at the University of British Columbia, Director of the Human Early Learning Partnership, and lead scientist of the Outside Play Lab at BC Children’s Hospital—to examine the critical role of risky play in schools. Grounded in decades of research, Dr. Brussoni explains what risky play truly means, how it differs from dangerous play, and why uncertainty, challenge, and even the possibility of minor injury are essential components of healthy child development. Drawing from her co-authored book Embracing Risky Play at School, Dr. Brussoni unpacks the six categories of risky play, the importance of time, space, and freedom outdoors, and how educators can use dynamic risk–benefit assessment to create environments that are “as safe as necessary, not as safe as possible.” She offers practical insight into when teachers should step back versus intervene, how to design “Yes Spaces” for higher-risk play, and how schools can respond to injuries in ways that support learning rather than shut down opportunities. Lauren and Dr. Brussoni also explore the connections between the decline of risky play and rising levels of anxiety and mental health challenges among children, as well as the rich cognitive, social, and emotional competencies developed when students climb, balance, build, and explore. The conversation ends with a compelling vision for the future of outdoor education—one where every child experiences meaningful, everyday opportunities for risky play as a fundamental part of their school day. Embracing Risky Play at School Buy here! Book Launch - February 5th, 2026. Join here! UBC Outside Play Teacher Tool

In this episode of the Teach Outdoors Podcast, Lauren MacLean is joined by educator, writer, and author Carolyn Roberts, whose work centers on re-storying education through story, land-based learning, and relational ways of knowing. Carolyn invites us to slow down and reconsider the stories that shape our classrooms, our relationships, and our responsibilities to land and community. Together, Lauren and Carolyn explore how story is not just something we teach, but something we live — and how children’s literature, particularly picture books by Indigenous authors, can open meaningful conversations about identity, belonging, and land. This conversation gently supports educators who may feel unsure or fearful about “getting it wrong,” offering practical, grounded ways to begin engaging in decolonizing practices with humility, reflection, and care. From using picture books as entry points, to rethinking land acknowledgements, to honouring children as knowledge holders, this episode offers reassurance that this work doesn’t require perfection — only presence. This is a reflective and hopeful conversation for educators at any stage of their journey. Carolyn's Website Carolyn's Journal Article

Thrive Outside is back this January for its second year! This 5-week online group coaching program helps teachers build confidence and clarity in outdoor learning—through routines, curriculum connections, planning support, and weekly collaborative sessions. Early bird pricing is open now at $127 until December 19, 2025, before increasing to $177. You can absolutely use Pro-D or PAC funds, and I’d love to have you join our 2026 cohort. Click HERE to join!  Now onto today’s episode—one that so many teachers have been waiting for. I’m joined by Paul Koberstein, award-winning investigative journalist, author, and founder of Cascadia Times. He’s also the co-author of Canopy of Titans, a finalist for the Oregon Book Award, which explores the ecological, cultural, and climate importance of the Pacific Northwest’s ancient forests. Paul’s work sits at the intersection of science, storytelling, and justice, making him the perfect guest to help us unpack today’s topic: climate literacy without fear. In this conversation, Paul and I explore questions educators face every day, such as: • How do we explain complex systems—like forests, carbon cycles, and climate change—in ways that build curiosity, wonder, and hope, rather than fear? • What stories from Canopy of Titans can teachers bring into their classrooms to spark conversations about stewardship, ecosystems, and human impact? • What signs of a healthy or stressed ecosystem should students learn to notice during forest walks or schoolyard explorations? • How can we talk about logging, conservation, and land management honestly—especially in communities with strong ties to forestry—while staying respectful and balanced? • How do forests and freshwater systems connect, and how do species like beavers and salmon actually help stabilize the climate? • Why is simple noticing—curiosity, observation, attention—such a powerful foundation for environmental literacy? • What are developmentally appropriate ways to introduce advocacy, decision-making, and environmental responsibility without overwhelming kids? • And finally: What hopeful stories and emerging research keep Paul going, and how can we share that hope with our students? Get in touch with Paul: [email protected]  Click HERE to buy Canopy of Titans https://www.orbooks.com/catalog/canopy-of-titans/