Why Outdoor Learning Works

Emma & Lou
Jul 30
3 min read

Updated: Aug 3

The Neuroscience of Nature: Why Students Focus Better Outdoors

In an era of digital overload and indoor learning, research is increasingly pointing to one powerful (and underused) educational tool: nature.

Across Ireland and globally, educators are rediscovering the benefits of outdoor learning—not just for physical health or social development, but for attention, focus, and cognitive performance.

But what is happening in the brain when students learn outside?

🧠 1. Nature Helps the Brain “Reset”

Modern classrooms can be visually and cognitively overwhelming: screens, bright lights, and constant stimuli. In contrast, natural environments are rich but not distracting—a phenomenon known as “soft fascination” (Kaplan, 1995).

This soft fascination allows the brain’s prefrontal cortex—responsible for attention and executive function—to rest and recover. Studies using brain imaging have shown that time in nature reduces activity in the brain’s default mode network, which is associated with rumination and mental fatigue (Bratman et al., 2015).

🌬️ 2. Movement + Oxygen = Brain Boost

Outdoor learning often involves walking, exploring, or collecting data—all of which increase blood flow and oxygen to the brain. Physical activity releases dopamine and norepinephrine, neurotransmitters that enhance focus, motivation, and memory (Medina, 2008).

A 2022 study published in Frontiers in Psychology found that students learning outdoors had significantly better concentration scores than those in traditional settings—even when controlling for the subject taught (Dettweiler et al., 2022).

🌳 3. Stress Drops, Engagement Rises

Stress is a known blocker of learning. Outdoor environments—especially green, natural ones—trigger the parasympathetic nervous system, calming the body and reducing cortisol levels.

When students feel emotionally safe and calm, their brains are more open to retaining information, problem-solving, and creative thinking.

📚 4. It’s Not Just a Break—It’s a Brain Strategy

Educators sometimes see outdoor learning as a “bonus” or break. But neuroscience tells us it’s a strategic way to improve attention, learning outcomes, and emotional regulation.

For example, geography students conducting fieldwork outdoors often remember more and understand deeper connections between theory and the real world—not because it’s more fun (though it is!), but because their brains are more primed to learn.

In our own fieldwork sessions, especially during river studies, we see students thrive time and time again—particularly those who may struggle in a traditional classroom. Outdoors, they come alive: solving problems, showing leadership, and engaging with confidence. Students often tell us the subject finally makes sense and that they’ll never forget it. We also notice new social connections forming, as students work with peers they might not usually interact with.

🏞️ Final Thought: Nature is Not a Distraction—It’s a Classroom

The science is clear: learning outside the classroom doesn’t detract from education—it enhances it. By giving students space to breathe, move, and engage in real-world experiences, we create the ideal cognitive environment for deeper, more lasting learning.

🔗 References:

Kaplan, S. (1995). The restorative benefits of nature: Toward an integrative framework. Journal of Environmental Psychology.
Bratman, G. et al. (2015). Nature experience reduces rumination and subgenual prefrontal cortex activation. Proceedings of the National Academy of Sciences.
Dettweiler, U. et al. (2022). Learning While Experiencing Nature: The Impact of Outdoor Classes on Attention and Mood. Frontiers in Psychology.
Medina, J. (2008). Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School.