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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/ 

Today I’m chatting with Dr. Louise de Lannoy from Outdoor Play Canada—someone I’ve admired for years. I first heard Louise speak at Take Me Outside in Banff and later at the Breath of Fresh Air Summit, and every single time I hear her talk, I leave feeling both grounded and fired up. Outdoor Play Canada has been leading the research, advocacy, and national conversation around kids’ right to real, active, messy, risky play—the kind of play children desperately need but are getting less and less of in schools. And this year, they released an updated Position Statement on Active Outdoor Play that gives educators across Canada a powerful tool to support more freedom, more movement, and more joy outdoors. In this episode, Louise and I dive into: Why an Updated Position Statement Was Needed What has changed in the last decadeThe growing barriers teachers faceWhy equity and access must be at the centre of conversations about playWhat the Research Actually Says Louise breaks down the biggest misconceptions about risky play and shares some of the most compelling findings teachers should know—from injury data to SEL benefits to how outdoor play supports academic readiness. How to Support Risky Play in Schools How to start small and build confidenceWays to talk to administrators and parents about safetyUsing the Position Statement to advocate at the school or district levelOutdoor Play, SEL, and Curriculum We explore how risk, challenge, and movement support: emotional regulationresilienceexecutive functioningproblem-solvingand overall learningLouise also shares so many practical and teacher-friendly tips that you can start using right away—even if your school feels risk-averse or you’re not sure where to begin. If you’re an educator who wants to offer more outdoor play, feel more confident with risk, and ground your practice in research, this conversation will inspire you and give you concrete tools to take back to your school. Outdoor Play Canada Newsletter Here 

In this episode, I chat with Court Rustemeyer, an Alberta teacher, outdoor educator, and National Geographic Grosvenor Teacher Fellow who was also recognized as EECOM’s Outdoor Educator of the Year. Court’s passion for connecting students to nature runs deep. We talk about the inspiration behind his new book, Mentorship in the Wild, and what mentorship really looks like in outdoor learning — from building trust and resilience to finding balance between safety and risk. Court shares stories from his years of teaching outdoors, his approach to fostering authentic connection, and what’s next as he prepares for an incredible two-week expedition to Antarctica. He’s an inspiring educator, speaker, and workshop facilitator, and there’s so much to learn from his thoughtful, grounded approach to outdoor education. 🌿 Learn more about Court’s work, courses, and workshops HERE 📖 Order his book, Mentorship in the Wild, HERE

Welcome back to The Teach Outdoors Podcast! In this inspiring episode, host Lauren MacLean sits down with Devon Karchut, a pediatric physiotherapist and founder of Nature Play, an outdoor play and therapy program in Calgary. Devon has spent 15 years helping children move, grow, and thrive — and she’s a fierce advocate for the power of outdoor play in supporting healthy development, regulation, and learning. Together, they unpack how outdoor play supports physical and emotional wellness, how schools can integrate movement and sensory opportunities into daily routines, and what inclusion truly looks like in outdoor settings. 🌿 What You’ll Learn in This Episode Warming Up: Setting the Scene Devon’s journey from clinic-based physiotherapy to creating Nature Play.What therapy looks like when it happens outdoors — and how kids respond.Connecting Play to Learning How movement and play outdoors connect directly to learning outcomes.Why unstructured play isn’t “extra” — it’s essential.Real stories from schools where outdoor play transformed focus, confidence, and behaviour.Movement, Sensory, and Regulation The key movements and sensory inputs many children are missing today.How those missing experiences affect attention, regulation, and participation.Simple ways to build sensory-motor opportunities into outdoor routines like walks, circle times, and sit spots.Inclusion and Access Strategies for supporting children who find movement or outdoor spaces challenging.What true inclusion looks like in outdoor play and learning environments.Advocacy and Mindset Why outdoor play is a right, not a luxury.One mindset shift teachers can make to start integrating more movement and play — even with limited time.💡 Bonus for Educators Lauren also shares upcoming monthly coaching call topics designed to deepen your outdoor teaching practice: September: Nature Routines — building consistency and rhythm outdoors.October: Nature Journals & Documentation — scaffolding writing and observation skills.November: Universal Design for Learning Outdoors — creating access, choice, and flexibility for every learner (perfect for IEP season!).

In this episode of Teach Outdoors, Lauren sits down with Ontario educator Hailey Furster, the inspiring face behind The Early Years Inquirer on Instagram and Teachers Pay Teachers. With a passion for Kindergarten and early literacy, Hailey brings her belief that “Learning Happens Everywhere” to life through inquiry-based, community-connected, and outdoor learning experiences. Together, we explore what it means to brave taking learning outside — even when it’s new or outside your comfort zone. Hailey shares how she supports educators who are just beginning their outdoor learning journey, whether that means starting small with activities like silent reading outdoors or gradually expanding into full inquiry experiences beyond the schoolyard. We also discuss safety and confidence — how to plan meaningful community outings and feel supported as an educator by partnering with buddy classes, inviting family members, or requesting extra staff to help facilitate learning beyond the fence. Hailey walks us through how she and her DECE partner have built a classroom culture where outdoor learning is simply part of their program — rain or shine. By setting up clear routines and expectations early, families now see outdoor learning as an essential and valued part of their child’s experience. To wrap up, Hailey shares some of her favourite outdoor learning activities, including one inspired by the book “Sticks, Stones, and Pinecones: Games to Play in Nature” by Jennifer Ball — a must-have for educators looking to add more play and movement to their outdoor time. Tune in to hear: How to take the first steps beyond the classroom doorsPractical strategies to help you feel confident outdoorsWays to build routines that make outdoor learning part of your identity as a classPlayful and literacy-rich activities to bring your outdoor program to lifeConnect with Hailey: 📸 Instagram: @theearlyyearsinquirer 🛒 Teachers Pay Teachers: The Early Years Inquirer

In this episode, I welcome back Kyra Stephenson, Nature-Based Learning Coach at Anna Murray-Douglass Academy in Rochester, New York. One year ago, we first talked about how she brought a nature-based learning (NBL) program into a public PreK–6 school. Now, entering Year 4 of the program, Kyra shares how it has continued to grow, adapt, and root itself deeply in her school community. Kyra gives us a behind-the-scenes look at her teaching rhythm: working in three-week rotations where she spends an hour at a time with classes from kindergarten through grade 5. Each grade level is grounded in a year-long theme that grows with students as they move through the program: PreK/K: Play, exploring place, knowing your body (balance)Grade 1: CommunityGrade 2: Humane treatment of animalsGrade 3: Pollinators to food – form and functionGrade 4: Geologic time, through Indigenous practices to present dayGrade 5: Community action projects – guardianship instead of stewardshipGrade 6: CASCADE Program through Rochester Institute of Technology and Sea GrantKyra highlights how much of her practice is inspired by routines and games from Coyote’s Guide to Connecting with Kids through Nature by Jon Young, and she shares practical examples of nature journaling that teachers can bring to their own classrooms. One of my favourite takeaways from this conversation: it’s okay to start indoors if that’s what students need for comfort or safety. The goal is always the same—finding joy, building connection, and growing community through nature. As Kyra beautifully puts it: “It’s a movement of changing the way we interact with the planet.” Tune in to hear Kyra’s wisdom, practical strategies, and her passion for nurturing a generation of learners who feel deeply connected to the world around them. See the new website here: https://sites.google.com/rcsd121.org/amda12nbl/home 

September is a month of beginnings—new classrooms, new routines, and new opportunities to build relationships. In this episode, I sit down with Elsa Medina and Alisa Paul to talk about slowing down at the start of the school year and putting community first. Together, they share practical routines and activities—like creating names with loose natural materials, morning greetings, and reflection circles—that help students feel safe, calm, and connected. The conversation explores: Why social-emotional learning comes before curriculumHow circles and rituals support regulation and belongingRights and responsibilities as a foundation for classroom agreementsThe Circle of Courage framework for independence, generosity, and belongingWays to nurture intrinsic motivation instead of relying on extrinsic rewardsWe also dive into the power of outdoor spaces in September—whether it’s exploring the garden classroom, noticing growth as a metaphor for learning, or playing games like Eagle Eye and Forest Perfume. Whether you’re a new teacher or a seasoned one, this episode offers fresh ideas for creating routines that foster autonomy, community, and joy right from the start of the school year.

In this heartfelt and reflective episode, we dive deep into what it really means to nurture resilience, perseverance, and empathy in outdoor learning spaces. We explore how small steps – like starting with just 30 seconds at a sit spot – build stamina and belief in our ability to do hard things. Using learning continuums from Natural Curiosity (2nd Edition), we look at what growth looks like when learning is messy, nonlinear, and rooted in the land. Success doesn’t always look like neat checkboxes — sometimes, it looks like muddy boots and quiet confidence. We unpack the power of the butterfly metaphor — a reminder that we can't rush the process or rescue too soon. Struggle is part of the learning, and nature offers the perfect environment for students (and educators!) to stretch, grow, and trust themselves. Through stories, questions, and practical reflections, we talk about how outdoor learning grows empathy — for self, for others, and for the land. What does it mean to truly support a child through challenge without fixing everything? How does nature teach us that? Tune in to reflect, recharge, and reimagine what learning can look like — when we let it grow at its own pace. 🌿 This episode is for anyone building strength in small moments, one outdoor step at a time.

What does it mean to regulate with our students instead of for them? In this episode, I sit down with educators Alisa Paul and Elsa Medina to explore co-regulation through a social-emotional learning lens—grounded in nature. We share real stories about feeling dysregulated as teachers, what it means to model honesty with students, and how the land itself can become a co-regulator. Together, we reflect on: 🌿 Why naming our own nervous system state matters  🌿 How outdoor routines can build safety, trust, and connection  🌿 Ways that nature can calm students when adults can't  🌿 Practical strategies a TTOC or classroom teacher can lead—starting tomorrow  🌿 What we wish more teachers understood about managing emotions outside Whether you're new to outdoor learning or simply feeling stretched thin, this episode offers simple, powerful ways to bring co-regulation to life—step by step, and breath by breath.

When a generous donation of mystery plants arrived at our school — unlabeled and unidentifiable — our outdoor classroom turned into a full-blown botanical detective case. In this episode of the Teach Outdoors Podcast, I share the hilarious, humbling, and deeply rewarding journey our students and I took to figure out: What exactly is growing in our garden? From digging into field guides and sketching garden maps, to daily replantings thanks to curious crows (yes, really), and eventually calling in gardening expert Megan Zeni for backup — this story is full of inquiry, problem-solving, and lots of muddy hands. We talk about: What real-world inquiry looks like outdoorsHow students designed crow-proof garden nettingWhat it means to be a teacher who learns alongside your studentsAnd why not knowing all the answers might be the best thing for your classroomThis garden mystery reminded us what it means to be observers, stewards, and curious participants in an ever-changing ecosystem. Tune in for a mix of laughter, learning, and leafy green chaos. 🎧 Whether you're a seasoned outdoor educator or just planting your first school garden, this episode will leave you feeling inspired (and maybe slightly suspicious of your local crows).

Welcome back to another inspiring episode of Teach Outdoors! Today, we’re joined by Stephanie Aleksiuk, founder of Thimbleberry Learning, environmental educator, and certified mindfulness instructor based in Calgary. I had the pleasure of meeting Stephanie recently at the National Outdoor Learning Conference in Banff, and the moment we started talking, I knew she needed to be on the show. In this episode, we dive deep into the power of sit spots, mindfulness, and place-based learning—not just for students, but especially for educators navigating burnout and busy classrooms. Stephanie shares her journey of launching Thimbleberry Learning, her passion for urban biodiversity, and why supporting teacher well-being through nature connection is essential for long-term sustainability in education. We explore: The origins of Thimbleberry Learning and how it supports teachers outdoorsWhy sit spots are powerful tools for adult educators, not just kidsSimple practices to help teachers begin their own nature connection journeyHow mindfulness and SEL intersect with outdoor learningWays to notice and teach biodiversity even in urban, concrete-heavy spacesThe role of nature in building motivation, creativity, and resilienceIf you're a teacher looking for realistic, grounded strategies to reconnect with nature, support your students more holistically, or simply catch your breath outdoors, this conversation is for you. Stephanie’s perspective is both calming and energizing—just like a sit spot in spring sunshine. Links Mentioned: Learn more about Stephanie and her work: Thimbleberry Learning