Outdoor play is about more than just having fun – it provides kids with physical exercise, encourages relationship building, and provides ample learning opportunities. Spending time outdoors, whether structured or unstructured, can blur the lines between play and learning for children of all ages.

There are numerous benefits for kids who regularly engage with outdoor and nature-based play activities as they grow. Beyond just physical exercise, outdoor play can teach students the skills they need to succeed in adulthood, such as autonomy through unstructured play, cooperation through working together, and risk assessment from testing out new environments. While preschool and early childhood programs are leading the charge in including nature-based elements into traditional learning, students at each developmental stage can benefit. Whether we are bringing structured activity into nature, or nature into structured activity, there are outdoor driven strategies any K-12 district can adopt.

Early Childhood and Elementary

Playscapes designed to address the unique needs of early childhood and elementary-age students require multiple areas for physical play that are inclusive yet challenging. Early elementary play can be more focused on motion and spinning, which provided positive, vestibular stimulation for brain development. “Spinning is an important form of sensory input that the brain takes in and processes that can help with balance, decision-making, and even attention span,” says GMB landscape architect Dana Hernalsteen. “Incorporating different areas of play also gives students a choice in how they want to explore and engage with their surroundings.” For example, pavement activities can take many shapes and promote different types of play, from group games like foursquare, to active learning from painted maps or solar systems, and social emotional needs like peace paths and buddy circles.

Ludington’s new elementary school aimed to create meaningful connections to the outdoors, an important initiative for the district. All the classroom wings connect outside through covered outdoor learning areas to playgrounds that encourage both outdoor learning and play. Multiple playgrounds address the needs of students from kindergarten through 5th grade on one campus. Broken down into distinct age categories, each playscape was designed to create meaningful play as students grow. For the youngest learners, areas that promote balance, like spinners and climbers, and creativity, like chalk and sandboxes, were included. For the oldest group, more challenging spaces for parkour and rope climbing encourage strength building, teamwork, and competition.

Upper Elementary

As kids grow, creating physical challenges that are flexible and promote problem-solving keeps them involved. Playscapes at this age are designed with more diverse play opportunities, like larger structures with multiple heights, varied learning elements, seating, and games. Kids naturally want a challenge, but everyone’s challenge is different. Offering multiple areas for discovery is key.

Hudsonville‘s new intermediate school was designed with the specific needs of students in the 5th and 6th grades in mind. Their unique playscape area was designed to encourage physical activity and socialization at this transitional stage. The multi-tier playscape offers different opportunities and zones for students to play, learn, and observe. The outdoor space includes a climbing obstacle course with turf that encourages agility and competitive play, a running track, basketball hoops and pavement games area, multiple seating zones, and a play wall with creative graphics. Academic instruction can also take place in the outdoor area, with enough seating and tables for a full classroom. Each section of the play area is accessible and is enhanced by shade cover and natural landscaping.

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Middle school and junior high students enjoy more time spent on building emotional relationships and their outdoor spaces reflect that shift away from mostly physical. These playscapes have more gathering spaces, observing areas, competition, and games. Intentional organization between structured and free play with adjacent sitting elements allows everyone the opportunity to be involved. Schools may choose to incorporate basketball courts, turf areas, bleachers, and sports equipment for these students.

Multiple athletics spaces designed for Grandville’s new 7/8 school give students plenty of opportunity to increase their physical activity and competitive sport pursuits. Outside, middle school-aged students can participate in recreation time on the basketball courts, 40-meter sprint turf, or athletic fields. An outdoor tiered seating area near the adjacent wetlands also gives students a chance to learn in an outdoor setting.

Special Education and Accessibility Needs

Creating an inclusive and accessible playscape presents students with many opportunities. Completely barrier-free design, with compliance for national standards, can be just as fun, intentional, and creative as traditional play areas. Incorporating the necessary signage, railings, fencing, and transitions into the natural surroundings where possible makes the accessibility requirements feel like just another part of the design. At Hamilton Community Schools, a special education wing’s new playground provides accessible play for all students. An ADA accessible ramp into the rubberized surface area for wheelchairs is the first impression of accessible use. The playground also includes equipment that can accommodate wheelchair users plus their adult paraprofessionals. “Incorporating different kinds of sensory elements from texture, sound, height levels, spinning, and signage gives the playscape something for everyone,” said GMB landscape architect Chris Markham. “Multiple zones throughout the area and the new equipment allow kids of different abilities to interact and play together without physical constraints.”

Serving Multiple Age Groups

At schools where multiple age groups share a single campus or facility, outdoor spaces can be creatively utilized to address the needs of multiple age groups. By blending programs together in flexible spaces that promote both play and learning on a smaller footprint, yet intentionally separating age group activities, districts can accommodate outdoor play for any age group. Potterville Public Schools is utilizing their shared campus to create outdoor areas that fit students from kindergarten through high school. Similar age zones are placed near each other to create the appropriate separation of activities while maximizing their square footage. The youngest group’s play area is enclosed in a courtyard and requires the least amount of space, while the middle school group will have play structures of varying scale and opportunity for free play. High schoolers will be able to physically exert themselves on play fields if they choose or can utilize seating with shade to read, study, and converse.

The needs of each district are unique and can be influenced by the needs of the curriculum, the local community, budget constraints, or student experience. Overall, outdoor play improves children’s sensory skills, cognitive and social emotional development, and increases attention spans, which creates a positive environment for successful learning.

This article was originally published in the Michigan Chapter of the American Society of Landscape Architects MiSITES Magazine in May, 2025.

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Opportunity for All. That’s the world GMB Architecture + Engineering strives to see. We are just one part of the learning ecosystem that will make that happen.

At GMB, we believe education provides transformational opportunities for our communities, industries, and our world. We have evolved our business to foster a culture of continual learning inside and outside the organization, and we’re honing our expertise on projects and work that support this vision. Our integrated team of educational planners, architects, and engineers partners with communities and educational institutions to create ecosystems that result in continual learning, and ultimately, opportunity for all.

Extending throughout Michigan’s West Coast, into the furthest reaches of the state, and in adjacent regions including Indiana and beyond, GMB is creating learning ecosystems that will provide opportunity for entire communities. In the Lakeshore area specifically, GMB partners with communities and schools to foster learning opportunities for the youngest members of our community through early childhood education, and long into adulthood through college and professional learning programs.

Grand Rapids Community College has offered classes on the Lakeshore, spread out in four locations, for more than 20 years. In August, the college celebrated the transformation of a shuttered department store into a vibrant learning hub for students of all ages with the grand opening of the new campus, located in the former JCPenney in The Shops at Westshore mall. One consolidated campus creates synergy and collaboration across programs that are physically co-located, and provides opportunities for operational efficiencies and partnerships with Grand Valley State University’s Meijer campus.

Designed by GMB with construction led by The Christman Co., the building will be LEED certified as part of GRCC’s sustainability goals. The new Lakeshore Campus consolidates resources and programs in the heart of Holland Township with access to public transportation, employers, and services. The 52,000-square-foot facility has nine classrooms, four computer labs and five unique labs for biology, chemistry, electronics, automation, welding and machine tooling, housing programs for students working toward an associate degree or a career-focused certificate.

Partnering with the ODC Network, GMB designed and developed the Window on the Waterfront (WOW) Nature Play Park, which recently wrapped a crowdfunding campaign for a matching grant to complete the project in downtown Holland. The WOW Nature Play Park incorporates a nature-based playground within an existing outdoor community space, and will include climbing structures and slides, fully accessible walking paths, creative play areas, an amphitheater and pavilion, and abundant landscaping. Primarily constructed of natural materials and native plants, the park will feature natural play areas and green space in lieu of traditional playground equipment, all meant to foster discovery, learning, and well-being. The wonderful example of sustainability at work in our community also will reduce embodied energy, promote water conservation, and contribute to the area’s beautiful natural surroundings.

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Getting outdoors is good for the body and the brain 

American children are spending an average of seven and ½ hours per day indoors using electronic media such as video games and TV. When you combine this time spent in the classroom, it means that kids are outdoors for just minutes per day. This trend is a draining our children’s long term physical, emotional, and educational development. The good news is that parents and educators are starting to incorporate more outdoor time for their children and the results are very positive.

Benefits of Outdoor Learning

Over the last decade, numerous studies have been conducted that demonstrate the benefits of outdoor learning. The data shows that children’s social, academic, psychological, and physical health is positively impacted when they have daily contact with nature. Here are just a few specific outcomes:

• Outdoor environments act as a rich stimulus for creative thinking. This affords opportunities for challenge, inquiry, critical thinking, and reflection.
• Children discover that not everything outside matches the static models and textbooks found inside the classroom. The outdoor environment is always adapting and changing. This helps them develop an awareness of the complexities in the real world and can help them develop critical thinking skills.
• Children make the connection between what is taught in the classroom to everyday life.
• The multi-sensory experience outdoors helps children retain knowledge more effectively. Natural sensory stimulation has also been shown to help decrease sensory processing issues.
• Being outside can be a more calming experience for many learners and has shown to reduce symptoms of anxiety and ADHD.

Benefits of Outdoor Play

In one ground-breaking study in 2006, the analysis revealed that schools with interactive outdoor learning environments were able to offer a much more diverse play repertoire leading to a significant increase in physical activity and engagement. The traditional asphalt / turf environment is limited to rule-bound, competitive games which can be exclusionary and even hostile. Outdoor learning environments offer activity such as climbing, jumping, digging, role play and other open-ended, non-competitive forms of play. This was shown to get more kids moving and increased imaginative and cooperative interactions which support creativity and problem-solving skills.

Positive Student Outcomes – Our Experience

There have been several studies that prove outdoor learning is beneficial for children, but we can report that we’ve seen these positive experiences our K12 projects.  Here are a few examples:

Relief from Sensory Issues

In one of our schools, a teacher reported that one of her students suffered from extreme sensory issues. He had difficulty when he experienced certain textures, so much so that even putting on his socks was difficult for him. When they introduced him to the outdoor learning environment, they found that increased exposure actually improved his symptoms. The teacher reported by the first half of the first semester, most of his symptoms were eliminated.

ADHD Symptoms Lowered and Learning has Improved

After introducing outdoor learning, another teacher shared the story of one child who suffered from extreme ADHD. Before entering the outdoor learning program, she was on the verge of being medicated. After a few months of learning outdoors, her issues of ADHD are much less pronounced and her learning has greatly improved. This teacher believes this result is due to her experience being in nature for hours each day and the ability to greatly vary her style of learning.

Learn more about the positive effects of Outdoor Learning in an Early Childhood Setting from GMB’s 2019 EDspaces conference presentation.

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Get the most from your outdoor space

Childhood is the best time to foster an affinity to the natural world. At this stage of development children need to be provided with immersive experiences outside. However, children spend most of their time indoors. Schools around the country are trying to change this by including outdoor learning in their curricula.

Tying Pedagogy to Outdoor Space

An effective outdoor learning curriculum uses the local environment as a starting point to teach concepts in math, language arts, science, social studies, and other subject areas. It emphasizes hands-on, real-world learning experiences. We’ve seen quite a few interesting activities in the outdoor learning environments we’ve designed. Here are just a few:

Read a book indoors and compare it to real outdoor experiences

There are many great books for children that will enhance their outdoor experience. One great one is “Because of an Acorn” by Lola M. Schaefer. In this charming book, children make the connection between an acorn that becomes a tree, that has a birds nest, that results in a dropped seed, that becomes a flower. After reading the book, children will delight finding these special treasures that nature provides and make connections in their mind about the objects they find.

Take a “water audit”

Children love exploring. They will enjoy the chance to “find” as many water features as possible including natural features such as clouds, puddles and ponds as well as man-made water features such as fountains and taps on the school building. This is a good chance for them to learn about the cycle of water and it may instill an appreciation for the wonderful natural gift that water is.

Using the natural environment to learn math

There are all kinds of wonderful things found in nature with which you could teach children shapes, adding and subtracting and measurement. Sticks, stones, grass, limbs – the possibilities are endless.

With outdoor learning, you can connect every academic discipline imaginable while enlivening the senses and invigorating the body. You are only limited by your imagination.

Learn more about the positive effects of Outdoor Learning in an Early Childhood Setting from GMB’s 2019 EDspaces conference presentation.

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5 Everyday Safety Risks at School (And How Design Can Help Solve Them)

Administrators and parents alike are inundated with news of sad or terrifying behavior-related incidents that occur on school grounds. Bullying, harassment, custody issues, and active shooters are real concerns that can be mitigated through both design solutions and protocol. But design can also mitigate the risk of common accidents that occur on school property in areas like Parking Lots & Drives, Science Labs & Maker Spaces, Playgrounds, Athletic Fields, Special Education Classrooms.

This third article in our series will address playgrounds. Catch up on the other articles in our series: Parking Lots Safety, Science Lab Safety, Special Education Classroom Safety, and Athletic Field Safety.

Risk 3: Playgrounds

An important function of playgrounds is boundary and limit testing, which allows kids to develop and test their physical strength and spatial awareness through play. Giving kids access to inherently challenging environments creates a certain level of risk. But there are steps that schools can take to minimize accidents on the playground.

Schools should consider holistic site planning when designing a safe and inclusive playground. Kids shouldn’t have to cross a drive or parking lot from the school to access the playground space. The proximity of playground equipment to the building should provide the feel of independent play, while satisfying the need for adult supervision.

We also consider how the playground area can be safe for kids of all abilities. Accessible equipment allows all students to engage and interact with their peers, and it should be placed along clear, hazard-free paths.

A Certified Playground Safety Inspector (CPSI) can help evaluate surfacing and existing equipment. Involving teachers or playground aides in this evaluation is a great way to get real feedback on current equipment.

Schools upgrading legacy equipment will find that there are lots of great new products that meet safety requirements. But a truly dynamic playground space can’t be picked out of a catalogue. A well-organized playground respects the balance between equipment and open space. This gives kids enough space to run around with sufficient clearance from stationary or moving equipment.

Many school playgrounds function as community spaces outside of school hours. Site design can mitigate the school’s liability when unsupervised play takes place outside of school hours. Civil engineering addresses drainage to minimize standing water that could create slippery surfaces. Poor drainage can also lead to ground surface hardening in winter months, causing play surfaces to break down more quickly, which also impacts shock attenuation.

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