Why this school keeps kids outside even if it's 10 degrees

INDIANAPOLIS — It wasn't 10 a.m. yet, but the kids in Heather Girton's preschool class had been outside in the 30-degree weather for nearly an hour.

One student came tearing through the forest surrounding Orchard School, a private school in northern Indianapolis, to co-teacher Caroline Glowacki.

"Miss Glowacki!" he hollered, one hand thrust in the air. 

His classmates, who were gathering around a small campfire with books, hurried to see what he found. In all the excitement he got tangled up in his snow pants and boots and tumbled over a stray branch but sprung up almost immediately to show off his discovery.

It was a pinecone. The class was learning their "p" and "b" sounds. Girton hid some examples along with the naturally occurring ones on the schools' 43 acres. Another student already found a stuffed pig. Both were collected in the class "sound box."

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This is a typical morning for 3- to 5-year-old students at Orchard. As long as temperatures are above 10 degrees, they are outside. And that's not counting windchill, Girton clarified.

Why? 

"It's the ultimate unstructured environment," Girton said. And their time outside is not to be confused with recess.

Mounting research suggests play is important to a child's brain development and has a critical role in their ability to regulate emotions, make plans and solve problems. Studies have shown unstructured play helps children become self-directed and social.

A Centers for Disease Control and Prevention review of 50 studies found that recess, movement during lessons and extracurricular activities have a positive association with academics. 

The question of whether students are getting enough play time has become an important conversation in Indiana. Earlier this year high-performing Carmel Clay Schools began rethinking its 15-minute recess. Other districts in the area report a 20-30 minute recess every day. 

At Orchard, Girton's class typically spends at least one hour outside in the morning and in the afternoon. Girton said her 13 students are learning to be independent and curious. During the outdoor lessons they create their own games, follow their own interests and find answers to their own questions.

After starting this schedule last year, Girton said they've seen an improvement in math and science skills. Students also have better fine motor skills, which Girton has generally seen diminish as young children use more touch-screen technology. 

At the same time as their regular academic lessons, students are learning other important skills, Girton said, such as risk assessment or problem-solving. Sometimes the ground is slippery or a branch trips them up. They have to learn how to deal with that.

"They make a lot of mistakes ... they fall off things or don’t find the right sized stick," Girton said. "All of that, I think, forms into a kid who is really ready to learn."

Girton also emphasizes a respect for nature. While they collected kindling for the small campfire during a morning hike — they practice measuring by using their arms to determine size — she reminded students not to take unnecessarily from nature.

Girton said she's seen critics of non-traditional schooling post online with concerns that students won't learn to focus or sit still for inevitable future testing. She said her time outdoors doesn't undercut academic rigor and that her students will still be "plenty ready."

"Here, our educational philosophy is about meeting the kids where they are developmentally, and understanding that there’s a time and a place for assessment and tests," Girton said. "For us, we’d rather make sure the kids are confident in themselves and their community — what they can contribute — and understand that their own skills."

Orchard is not state-funded, so the preK-8 private school opts out of state standardized testing. The school uses other tests and observational reports to monitor student progress throughout the year. Girton will provide "learning stories" to the parents of each of her students.

Parent Wende Padek said she isn't worried about the unusual approach because her daughter is still taught to sit still when appropriate, for example during family dinners.

"I want her to understand the material so well that she scores highly, not that she learns how to take a test, necessarily," Padek said.

Other grade levels spend less time outside, although being outdoors is a priority school-wide. It's more difficult to block out that kind of time when middle school students are in 40-minute class periods, said Diana Shellhaas, Orchard's outdoor education coordinator.

Girton said some parents were surprised to hear about the school's approach, but they've mostly been supportive. There's a greater "mental block" with cold weather for adults than for children, she said, including for herself. She admits there are some days she's not looking forward to being outside.

"I wasn’t really shocked. I was pretty intrigued," said Padek, whose daughter is in preK at Orchard. "Honestly Rachel doesn’t know anything different. She loves being outside. ... She often tells me that she feels too warm."

When temperatures drop below 20 degrees Girton's class may shorten the time they are outside. Otherwise, students are required to wear layers including snow pants, coats, hats, gloves and boots.

Orchard provides extras of everything in case a family can't afford them or a student forgets theirs. 

Both Padek and parent Maureen Knoble said their children have stayed healthy despite spending more time in the cold. And both say their kids are always excited for school.

Knoble said her son and daughter seem to retain information better because they are more involved. They prefer to play outside rather than watch TV and always have questions, she said.

"I think it takes the stress away because there has got to be a different feeling being introduced to academic concepts outside versus compared to the way it feels to be introduced confined by four walls," Padek said.

However, Knoble recognized this model isn't for every family.

"You really have to be open-minded to letting it work its magic and trusting the process," she said. "Because it can be really hard when every other school is doing something different."

Follow Emma Kate Fittes on Twitter: @IndyEmmaKate