EDAI data report

Equity, diversity, accessibility and inclusion responses

Outdoor School 2022-2023 reporting data summary

To better understand how schools were addressing student needs, we asked them to select (from the list below) all of the historically underrepresented populations served by their outdoor school program and to describe how those students were served. We also asked what efforts they made to ensure all students can (want to) participate in outdoor school and we provided an optional text box for a more detailed description of the supports provided.

The populations of students we asked about included:

Rural learners
Low SocioEconomic Status students
American Indian or Alaska Native students
Asian students
Pacific Islander students
Black/African American students
Hispanic/Latin(x) students
Middle Eastern/North African students
Gender non-conforming/LGBTQ+ students.

Each segment of text below includes the percent of schools that indicated they served students from the group specified and that percent is followed by a sample quote from school reports that describes supports provided.

93% of schools supported and instructed low social-economic status students

“All students were provided with free meals and snacks during the travel to and from Camp. We ensured all students had the necessary equipment and supplies needed for Camp, which included proper attire and bedding.”

85% of schools reported supporting and instructing Hispanic/Latinx students

“When planning and organizing for this year, documents went home in Spanish. For some of our Hispanic families, their students being away from home for a longer period of time and not with family is not a norm. We work on bridging this through communication with families and students being able to make phone calls home to connect with their families.”

60% of schools supported and instructed rural learners

“We are a rural school and paid close attention to our surroundings and specifically the garden program here at the school, utilizing local farmers and produce suppliers.”

59% of schools indicated they supported homeless/unhoused students

“Transportation between school and the Outdoor School site was during school hours, so students who could use their standard school transportation method between school and home, following McKinney-Vento guidelines. We created and promoted a system to loan sleeping bags and/or rain gear to anyone who needed it. We worked with school counselors to address student-specific concerns and target invitations to a family preview day for visiting the Outdoor School Site. Transportation and food was provided free of cost for that family preview day.”

Special education supports

In 2022-2023, we asked schools to select (from the list provided below) the supports provided to students with disabilities or students receiving special education while at outdoor school. Following each item is the percent of schools that selected that item as a support provided to their students.

Behavioral 88%
Instructional 85%
Special education collaboration 82%
Medical 79%
Mobility 48%

English language learner supports

In 2022-2023, we asked schools to select (from the list below) the supports they provided to English language learners (ELLs) while at outdoor school. The percentage of schools selecting each support were:

Translated materials for students 40%
Bilingual instructors/volunteers 39%
Interpretation services or language aides 36%
Bilingual parents or chaperones 32%

Credit: Carla Pena (Cropped from original)

57% of schools reported supporting and instructing gender non-conforming/LGBTQ+ students

“To best serve LGBTQ students at outdoor school, our school worked to create a safe and welcoming environment. Incorporating LGBTQ-inclusive language in all program materials and ensuring that all staff members are trained on how to be supportive and understanding of LGBTQ issues was a part of our school's preparation for outdoor school. Staff provided a support network for LGBTQ students. Cabin assignments were made with students' input to ensure a safe and welcoming environment. Our school strives to make sure LGBTQ students can feel valued and respected and can thrive in all school program experiences.”

60% of schools reported supporting and instructing Black/African American students

“We validated and made space for students and staff to share their authentic selves, their emotions and foster a culture of honesty and support rather than toxic positivity that can be often associated with white dominated fields and environments particularly in youth program settings. Students at the beginning of every field study heard their instructors share their stories of the land and invited students to share about their own relationships to the land including cultural traditions, fears of outdoors, and family legacies of caring for the land.”

52% of schools reported supporting and instructing American Indian and Alaska Native Students

“7% of our 6th graders identify as Native American. We typically include presentations in our outdoor school program that are provided by our local tribal office (CTUIR). However this year, this year's presenter cancelled at the last minute. Our Walla Walla Basin Watershed Council presenter did include a lesson around salmon habitats, population support, and lifecycles. Salmon fishing and population maintenance is critical to our local tribe.”

51% of schools reported supporting and instructing Asian students

“Translated our personal documentation. Unfortunately, ODS materials are only translated into Spanish. Assisted a family with getting an interpreter to help fill out ODS paperwork.”

44% of schools reported supporting and instructing Native Hawaiian and Pacific Islander students

Compared to 41% in 2020-21 and 51% in 2019-2020

“Some of our students are Native Hawaiian/Pacific Islander, and all had the chance to attend ODS. Lower language levels were purposely in the same group with someone who could translate for them as needed.”

29% of schools reported supporting and instructing Middle Eastern/North African students

“Communication about dates/food options. None of our students ultimately opted to start fasting for Ramadan while at ODS, but this was a concern on our radar and options were included in communications home.”

OSU Extension Service

Outdoor School