To open the National Outdoor Learning Conference in May, we had a thought-provoking panel discussion on land-based learning from three Indigenous educators. The panelists (who introduce themselves right at the start), are deeply engaged in this work and explore the full spectrum of land-based learning, highlighting its key components and significance.

Colin Harris speaks with Dr. Astrid Kendrick about teacher wellbeing, compassion fatigue, educator burnout, and more. They discuss the research being found in these areas and ways to address these issues, including the importance of time spent outside.

Colin Harris speaks with Dr. Jenellen Good about issues like climate change, technology, and eco-spirituality. They discuss how these issues are communicated, both societally and educationally, and the role these issues play within the education system.

Ian and Sofía share a short message of thanks as well as a preview of what’s to come. In short, longtime partner organization Take Me Outside will be taking over the show and creating all forthcoming new episodes. Everything on your end will stay the same: old episodes will remain exactly where they are, and new episodes will start populating on this same channel. Thanks for tuning in, and enjoy the new episodes coming your way!

With Max Fawcett of Canada’s National Observer / What sorts of narratives about the energy transition are out there? Which ones are developed in good faith and which ones are developed in bad faith? Why is it important that we find the right balance between optimism and urgency? How can we have effective conversations with people who are resistant to the energy transition? Journalist Max Fawcett has long been on the energy beat, and he shares his insights on which narratives to embrace and which ones to avoid. Guest: Max Fawcett is the lead columnist for Canada’s National Observer and the former editor of Alberta Oil magazine and Vancouver magazine. He worked in Alberta’s Climate Change Office from 2017–19, and lives in Calgary today with his wife and son. *Episode edited by M. Angel Goñi Avila *Episode recorded in October 2023 *Episode produced with support from the Ivey Foundation

With Claire Underwood of the University of Cincinnati’s Artlitt Center for Education, Research, & Sustainability and Children, Youth, Environments (CYE) Journal / What does empathy look like in young children? How can we nurture it? When do we just need to step back and let children sort through the complexities of the natural world? Claire Underwood recently participated in a Community of Practice centred on using a Two-Worlds Approach to develop an empathy model for young children. This work was rooted in Natural Curiosity’s four-branch framework of children’s environmental inquiry informed by Indigenous perspectives. In this fascinating discussion, Claire shares the findings from the CoP as well as stories from educators who have implemented the empathy model in their teaching. Guest: Claire Underwood is a Doctoral Student at the University of Cincinnati, where she is the Editorial Assistant for the Children, Youth, Environments (CYE) Journal and conducts research with the Artlitt Center for Education, Research, & Sustainability.  After more than a decade working in non-profit leadership and community organizing focusing on environmental and social justice, Claire returned to academia to earn her Master’s in Environmental Education at the University of Minnesota Duluth. There, her work focused on the impact of nature-based learning on children’s empathy development. Claire co-designed and co-facilitated a seven-month professional learning experience that supported 15 early childhood educators in deepening their empathy practices through intentional & respectful engagement with Indigenous peoples and perspectives.  Through her work, Claire seeks to support teachers, children, and their families in creating experiences that affirm children’s agency, support their connection to the Earth, and work meaningfully together toward a just and sustainable present and future. Learn more at https://www.clairecunderwood.com/. Read the All Relatives Share Empathy article here. *Episode edited by M. Angel Goñi Avila

With Douglas Tallamy of the Department of Entomology and Wildlife Ecology at the University of Delaware and Homegrown National Park / What is Homegrown National Park and what does it look like? How can we all do our part — at home — to contribute not just to conservation but also restoration? From where does the fixation on “the perfect lawn” originate? Why is it so important to shift to a mindset of seeing properties as functional and not just decorative? Following the release of Nature’s Best Hope: Young Readers’ Edition, Doug joined us to share many of the valuable insights contained in both versions of his bestselling and inspiring book!  Guest: Douglas W. Tallamy is a professor in the Department of Entomology and Wildlife Ecology at the University of Delaware. Chief among his research goals is to better understand the many ways insects interact with plants and how such interactions determine the diversity of animal communities. He is author of Bringing Nature Home, Nature’s Best Hope, and The Nature of Oaks; and co-founder with Michelle Alfandari of Homegrown National Park, visit it at HNPARK.org. *Episode edited by M. Angel Goñi Avila

With Heather Holm of Pollination Press and www.pollinatorsnativeplants.com / Which common species of native bees can be readily observed in your community? Why do wasps often fly under the radar when it comes to their impact as pollinators? What are some quick and easy tips for observing bees and wasps? Heather devotes much of her time to observing, photographing, documenting, and attracting bees, wasps, and other pollinators. She has also published several books on these remarkable insects. We are learning more about bees and wasps all the time, and Heather is playing a major role in expanding our collective knowledge. She shares some of her insights and stories in this lively discussion. Guest: Heather Holm is a biologist, pollinator conservationist, and award-winning author. She passionately informs and educates audiences nationwide, through her writing and many presentations, about the fascinating world of native pollinators and beneficial insects, and the native plant communities that support them. Heather is the author of four books: Pollinators of Native Plants (2014), Bees (2017), Wasps (2021), and Common Native Bees of the Eastern United States (2022). Both Bees and Wasps have won multiple book awards including the American Horticultural Society Book Award (2018 and 2022 respectively). Heather’s expertise includes the interactions between native pollinators and native plants, and the natural history and biology of native bees and predatory wasps. Her work has been featured in the New York Times, Minneapolis Star Tribune, and many local publications. Heather is also an accomplished photographer, and her pollinator photos are frequently featured in print and electronic publications. Click here for Heather’s expanded biography as well as links to her iNaturalist and social media pages. *Episode edited by M. Angel Goñi Avila *Episode recorded in March 2023

With Jess Kaknevicius of Project Learning Tree / What is our responsibility to forests? How can educators help the uninitiated forge connections with forests? Why are tree-light areas still perfectly suitable places for learning about forests? In what ways can we plant the seeds for developing a conservation mindset? Jess helps us unpack these concepts, while sharing some guiding questions from PLT’s Forest Literacy Framework. There’s also talk of Moon Trees, thinking seven generations ahead, spirit trees, and the differences between preservation and conservation. Guest: Jess Kaknevicius just completed a term as Vice President of Education at the Sustainable Forestry Initiative (SFI), overseeing Project Learning Tree, an initiative of SFI. She helps to grow a lifetime of learning through environmental education, forest literacy, and career pathways using trees and forests as windows on the world. Learn more about PLT’s Forest Literacy Framework at https://www.plt.org/forestliteracy. *Episode edited by M. Angel Goñi Avila *Episode recorded in March 2023

With Lorraine Johnson of Project Swallowtail and lorrainejohnson.ca / Why is the concept and practice of ‘regeneration’ such an important companion for ‘sustainability’? What opportunities and challenges exist for folks in urban areas who wish to restore native plants? How about in rural areas? Which questions and misconceptions about pollinators and native plants continuously arise? Lorraine Johnson has spent decades creating habitat for native pollinators, while writing numerous books on this important and joyous practice. She shares her insights, tips, and stories in this rich conversation… and gives a little love to those oft-misunderstood goldenrods!  Guest: Lorraine Johnson has been writing about native plants and habitat regeneration for 30 years, in popular books such as 100 Easy-to-Grow Native Plants for Canadian Gardens; The New Ontario Naturalized Garden; Grow Wild!; and her most recent, co-authored with Sheila Colla, A Garden for the Rusty-Patched Bumblebee. Lorraine is involved in many community organizations, such as Project Swallowtail, and has served on the Boards of the North American Native Plant Society, LEAF, Wild Ones, and other organizations. Her advocacy work includes efforts to reform grass and weeds bylaws in support of biodiversity. What unites her work is the need to reconcile with nature in a healthy relationship. Learn more at https://lorrainejohnson.ca/. *Episode edited by M. Angel Goñi Avila *Episode recorded in March 2023

With Rebecca Rolland of Harvard Graduate School of Education and Harvard Medical School What is “rich talk”? Why is the outdoors such an ideal setting for having meaningful conversations with children? How can we discuss with kids weighty topics like climate change without overwhelming them? Drawing on research and insights detailed in her book The Art of Talking with Children, Rebecca Rolland connects the dots to outdoor and environmental educators in this lively discussion that also touches on the importance of embracing moments of silence, the characteristics of a global citizen, engaging with people who have different perspectives, and meeting young learners where they’re at when it comes to temperament.    Guest: Rebecca Rolland is a lecturer at the Harvard Graduate School of Education and serves on the faculty at Harvard Medical School. She also served as an oral and written language specialist in the Neurology Department of Boston Children’s Hospital. As a nationally certified speech-language pathologist, she has worked clinically with populations ranging from early childhood through high school and has provided teacher professional development. She has an Ed.D. from the Harvard Graduate School of Education, an M.S. in Speech-Language Pathology from the MGH Institute of Health Professions, an M.A. in English from Boston University, and a B.A. in English from Yale. *Episode edited by M. Angel Goñi Avila

With Jayne Black of Green Schools Rock, Project WET, and Project WILD / How can educators engage Pre-K learners in outdoor and environmental learning? What are some pitfalls to avoid when working with this age group? Why is student-led learning so impactful? Jayne has worked hard to foster her young learners’ environmental literacy while taking major steps to make her school healthier and more sustainable. This involves the use of outdoor learning spaces, including two school gardens where wonder and curiosity are allowed to flourish. Guests: Jayne Black is a Pre-K teacher, Founder of Green Schools Rock, a free inclusive program that is shaping kids to be green leaders in their schools and communities. Jayne is Mrs USA Earth Eco 2023 and serves as an ambassador for Beauties for a Cause, a 501 (c)3 non-profit organization, committed to environmental advocacy and education. Jayne serves as a commissioner of her city’s sustainability commission. She is a certified facilitator for Project Wet and Project Wild, a certified green schools classroom professional, and a green schools mentor for Illinois Green Alliance. Jayne is actively working on clean air legislation for schools in Wisconsin. Learn more about Green Schools Rock Awareness Day here! *Episode edited by M. Angel Goñi Avila

With Zachary Fox-DeVol and Clare Marder of We The Children / What can educators do to spark young children’s interest in climate change? Why is it important to bring levity and lightness to discussions about environmental crises? How can we do this without giving learners false optimism? Student-podcaster Zach and teacher-mentor Clare discuss these questions, while sharing climate/waste solutions that inspire them as well as offering practical advice for young people and their educators. We also touch on the necessity of collective action and policy engagement on the road toward decarbonization. Guests: Zach Fox-Devol (in his own words): In 2020, my teacher suggested that we write a podcast script. I began writing and narrating the podcast called Rule of The Bark. Funny interviews and helpful tips are shared. In December 2021 I started We The Children, the podcast where kids talk climate change! In each episode, we meet climate warriors who are working to protect our planet. We have wacky weather reports, play fun trivia games, and feature an Action Step of the week. I have a dog named Ewok, a cat named Pax, and two moms. When I’m not working on podcasts, you can find me working on magic tricks, chess, and my Rubik’s cube. Clare Marder is an educator in Los Angeles, California, USA. Originally from the Boston area, she has always had a deep appreciation for nature. Clare went to Sarah Lawrence College (New York) and Pepperdine University (California). She lives with her husband and two-year-old son, Jack. *Episode edited by M. Angel Goñi Avila

With Jesse Hildebrand (and friends) of Exploring By the Seat of Your Pants and Nature For All / Why do personal nature stories move us so much? In what ways does meaningful nature storytelling connect to conservation of wildlife and wild places? Is it enough to focus on the wonder of nature or do we have to communicate its benefits to humans explicit? In the midst of Nature For All’s Storytelling Festival Love Fest, we share nature stories and get to the heart of engaging people’s hearts and minds during a time where inspiring actions to preserve nature are giving us very real reasons for hope. There’s also some talk of rewilding, biophilia, public wolf howls, and the majesty of Gros Morne National Park. Guests: Jesse Hildebrand is the VP of Education at non-profit Exploring By The Seat of Your Pants, where he coordinates 40+ monthly broadcasts featuring scientists and explorers worldwide. He’s the founder of Canada’s Science Literacy Week, the former producer of Toronto’s Story Collider show, and he coordinates the global BackyardBio nature campaign! Storytellers: Alysa McCall is a staff scientist and director of conservation outreach at Polar Bears International. She supports educational initiatives and scientific research across the Arctic, with a focus on Canadian projects. Alysa is working to further wild Polar Bear coexistence and conservation from her home in (Polar Bear–free) Whitehorse, Yukon. Jai Sharma is a National Geographic-certified Nature and wildlife educator and member of IUCN, CEC, and Nature For All. He is a passionate Naturalist cum trainer guiding students and community to develop passion for nature conservation and a better and healthy planet for our future. More people have walked on the moon than visited many of the places Jill Heinerth has explored on Earth. From the most dangerous technical dives deep inside underwater caves to swimming through giant Antarctic icebergs, Heinerth’s curiosity and passion for our watery planet is the driving force in her life.  Learn more about Nature’s For All’s Storytelling Festival Love Fest here!

With Chad Carpenter and Lori York of the Vancouver School Board / In which learning settings is two-eyed seeing most impactful? What are the core components of the LEAF Framework? How is it informed by the First People’s Principles of Learning? Chad and Lori are actively engaged in two-eyed seeing through their implementation of the LEAF framework with students from K to 12 across all subject areas. They share their insights and learning stories, which include botanical explorations in bogs, creating gifts for residential school survivors, and watching students take ever-greater leadership roles.      Guests: Chad Carpenter (Lheidli T’enneh), resides on the traditional unceded territory of the xwməθkwəy̓ əm (Musqueam), Sḵwx̱ wú7mesh (Squamish), and Sel̓ íl̓ witulh (Tsleil-Waututh) Nations. Chad is an Indigenous Education Enhancement Worker in both elementary and secondary school settings. He supports Indigenous students and classroom communities to continue our learning journeys toward Truth & Reconciliation and to and learn, acknowledge, and honour our beautiful and diverse Indigenous cultures. Lori York, Med., resides on the traditional unceded territory of the xwməθkwəy̓ əm (Musqueam), Sḵwx̱ wú7mesh (Squamish), and Sel̓ íl̓ witulh (Tsleil-Waututh) Nations where she researches the intersections between environmental education and Indigenous pedagogy. She works as a District Curriculum & Assessment Mentor for the Vancouver School Board. She specializes in environmental and fine arts education. Her work is focused on training non-Indigenous educators to explore ecological and Indigenous frameworks. She offers professional development workshops on LEAF Pedagogy, Place-Based Learning, and weaving environmental and Indigenous pedagogies together. To learn more about LEAF programming, contact her at lyork@vsb.bc.ca. See Lori’s article The LEAF Project from Green Teacher 131 (Spring 2022) here.

With Kerry Crofton of Less Screen More Green and the Global Health Alliance Why is it so challenging to find a healthy balance between digital time and outdoor time? How can educators address digital overload and excessive screen time? What role does mindfulness play in this discussion? Dr. Kerry Crofton walks us through research — including some from her team at the Global Health Alliance — and shares her experiences supporting educators in this timely exploration of the upsides and downsides of digital technology in learning settings. Digital tools have an important place in education, but knowing when and how to use them are key considerations for educators in the 21st century. (If you listen to the end, you’ll hear a reading of an original song written by Kerry!)   Guest: Kerry Crofton, PhD, is founder and director of the Canadian charity, Global Alliance for Brain & Heart Health (Global Health Alliance). Her international team of environmental health experts are dedicated to nurturing the physical and mental wellbeing of children, youth, and families in this digital age. Her 45 years of professional work includes developing and delivering wellness programs for teachers, parents, nurses, physicians, cardiac patients, air traffic controllers, commercial and fighter pilots, and others in high-stress occupations. She is the author of The Wellness Guide for the Digital Age as well as Less Screen More Green: The Mindful Tech Plan on the powers of nature, mindfulness, and being truly connected. Kerry is a nature-loving mother and grandmother, and once worked as a teacher. These days she offers Pro D Less Screen, More Green programs for other teachers, as well as The Mindful Tech Plan™, The Family Tech Plan™, and The School Tech Plan™. Waterfall sound effect by SoundsForYou from Pixabay

With Chenoa Egawa and Keith Egawa of North Atlantic Books What is the role of storytelling in today’s fast-paced, digital-heavy world? Why is tone so important when exploring ecological threats with young people? How can stories by adapted for older and younger audiences? Siblings Chenoa Egawa and Keith Egawa wrote and illustrated the book The Whale Child, which combines Pacific Northwest Indigenous teachings with hope, humour, and clear-eyed honesty about various ecological challenges facing the planet. They joined us to share their insights about storytelling as an educational tool as well how traditional knowledge has informed their work. Guests (from www.northatlanticbooks.com): Chenoa Egawa is the owner of Swan Clan Productions. Egawa is a traditional Native singer, storyteller, ceremonial leader, and medicine carrier. She has served as a Lummi delegate and an interpreter in Central and South America and for the UN. She has also served as Indian Education liaison in public and tribal schools, promoting racial equity through art and education. Keith Egawa is a graduate of the University of Washington’s Creative Writing program and author of the novel Madchild Running (Red Crane Books Inc. 1999). Egawa’s extensive work experience in the fields of Children and Family Services and Indian Education Reform has provided him with both inspiration and insight into his subject matter. Egawa has been awarded several artists grants, including the ARTs Up grant through the Seattle Arts Commission, which was used to conduct a series of writing workshops for Native youth in the Seattle area.

With Allan J. Hesse of AJH Comics & Cartoons How can comics and cartoons be used in climate change education? In what ways can humour be used to lighten otherwise heavy subject matter? Why is it so important to be honest with young learners about difficult truths? Conservationist and cartoonist Alan Hesse has embarked on a quest to engage students with climate change through visual storytelling centred on his original creation Captain Polo — an intrepid Polar Bear who travels the world hearing stories from those most affected by climate change. A tremendous amount of research and thought has gone into this ever-expanding series of comics, and we were delighted that Alan joined us to share his insights about his journey so far. Guest (adapted from https://alanhesse.com/about/): Born in Pakistan from Anglo-French parents, Alan J. Hesse practically grew up in a suitcase; his father’s international soil scientist career led him to all sorts of unusual places, some of them to live for a couple of years at a time. Alan can safely say he is a seasoned traveler. This has shaped his identity and has increased his understanding and respect for different cultures around the world. Alan loves to reflect this appreciation in his cartoons and comics. Since age 12 Alan knew he wanted to somehow be surrounded by wildlife and nature. He was able to fulfill this objective after helping to set up and join a university expedition to the Bolivian Amazon. What started out as a 3-month adventure turned into a 20-year residence. Alan currently lives in Ecuador, where he continues to develop the Captain Polo book series while deepening a newfound vocation for climate education.

With Ian Allan of the Blue Mountains Botanic Garden Mount Tomah What are some common misconceptions about trees? How can we foster meaningful experiences with them? In which situations does anthropomorphizing work and not work? Arborist Ian Allan spends most of his time among trees in the 200 hectares of the Greater Blue Mountains World Heritage Wilderness Area that he manages in New South Wales, Australia. He has amassed a treasure trove of stories and insights about the woody giants that surround us and provide so many ecosystems services. Ian joined us to discuss how to connect trees with people — both the initiated and the uninitiated. He also shared some details about a new project being conducted in partnership with a local First Nation. Guest: Ian Allan achieved his dream in 2016 by becoming the Supervisor of Natural Areas, Arboriculture, and Open Space at the Blue Mountains Botanic Garden Mount Tomah. With over 20 years of experience, he now looks after one of the best cool climate tree collections in Australia, manages hundreds of hectares of World Heritage quality wilderness, helps present incredible lawns and gardens whilst conserving vulnerable species like the Wollemi Pine (Wollemia nobilis) and Dwarf Mountain Pine (Pherosphaera fitzgeraldii). He still remembers planting his first tree on Arbor Day as part of Australia’s bicentennial celebrations. The joy he felt at watching the tree grow, and his curious pondering over its blue-grey compound leaves, would lead him into a lifelong love of the natural world and plants.

With Andra Yeghoian of Ten Strands and the California Environmental Literacy Initiative What does a trauma-informed classroom look like? How does trauma relate the climate crisis? Why is it important to implement a solutions-based approach to teaching climate change? Andra Yeghoian takes us on a deep dive of her work, including the 4-Cs framework (campus, curriculum, community, and culture) and the HEARTS framework, while also sharing examples activities and learning sessions that incorporate a trauma-informed approach. Environmental crises can be overwhelming, yet we can help students manage them by facing the various challenge head-on (in a developmentally appropriate way) and empowering students to take action. Guest (from https://tenstrands.org/about/team/): Andra Yeghoian brings more than 15 years of experience in education across public and private school systems, nationally and internationally. She currently provides visionary leadership for a California-wide whole systems approach to integrating environmental and climate literacy, and sustainable and climate resilient school efforts, across a school community’s campus, curriculum, community, and culture. Andra is also the California Environmental Literacy Initiative Project Director. She holds a B.A. and education credentials from UC Davis, and an MBA from Presidio Graduate School. Under her leadership, she has supported school sites, districts, and county offices in achieving honors such as the U.S. Department of Education and California Green Ribbon Award, Bay Area Green Business Certification, and LEED Platinum Certification for New Buildings. Environmental and Climate Aligned Trauma Informed Practices for Educators and Schools: https://docs.google.com/document/d/1-ar77-Eo7SnLVIh35C4cBzG_pAw6kinklkU9_tnju30/edit Solutionary and Environmental Books Examples: https://docs.google.com/document/d/1tsHXi90hCEwnTW3zwC1y71KNCFYk5cdRmGj7yy-cxUU/edit Environmental and Climate Responsive Crosswalk for Trauma Informed Schools: https://docs.google.com/document/d/18Ja-cp1kWOOvhyKhEliAePLX6l40hBJp8kUbhyzTB5Q/edit 4Cs Sustainable and Climate-Resilient Schools Framework: https://sites.google.com/view/scrs-center/vision-and-framework/4cs-framework *Episode edited by M. Angel Goñi Avila