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: paul.koberstein@gmail.com

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 decade
• The growing barriers teachers face
• Why equity and access must be at the centre of conversations about play

What 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 confidence
• Ways to talk to administrators and parents about safety
• Using the Position Statement to advocate at the school or district level

Outdoor Play, SEL, and Curriculum

We explore how risk, challenge, and movement support:

• emotional regulation
• resilience
• executive functioning
• problem-solving
• and overall learning

Louise 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 doors
• Practical strategies to help you feel confident outdoors
• Ways to build routines that make outdoor learning part of your identity as a class
• Playful and literacy-rich activities to bring your outdoor program to life

Connect 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: Community
• Grade 2: Humane treatment of animals
• Grade 3: Pollinators to food – form and function
• Grade 4: Geologic time, through Indigenous practices to present day
• Grade 5: Community action projects – guardianship instead of stewardship
• Grade 6: CASCADE Program through Rochester Institute of Technology and Sea Grant

Kyra 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:

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