Community Involvement in Outdoor Learning: Rethinking What We Mean by “Community”
November 1, 2026
Across this series, the word community has appeared often and easily. It is a word that feels warm, positive and self-evident — and for that
Across this series, the word community has appeared often and easily. It is a word that feels warm, positive and self-evident — and for that
Community gardens and allotments often feel like hopeful places. They suggest growth, care, patience, and shared effort. For schools without their own green space, they
In education, starting things is often celebrated. New initiatives, new partnerships and new ideas carry energy and optimism. Ending things, by contrast, is rarely talked
There are some outdoor spaces that schools rarely consider, not because they lack value, but because they feel emotionally complex. Cemeteries, churchyards, memorial gardens, and
Much of the conversation around inclusion in schools quite rightly focuses on children. This post widens the lens slightly. If community involvement in outdoor learning
Woodland holds a powerful place in the story of outdoor learning. For many people, it represents freedom, imagination, and a return to something more natural.
St John’s Primary School × Love Outdoor Learning St John’s Primary School is a large primary school in Edinburgh with approximately 368 pupils. The school benefits
Throughout this series, we have returned again and again to the idea that community involvement in outdoor learning is optional, contextual and bounded. This post
For many schools, parks and local greenspaces feel like a step up from the playground. There is grass instead of tarmac. Trees instead of walls.
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