comfort increases success outdoors

Physical comfort is centrally important to the success of outdoor learning programs. Weather patterns and temperatures often shift during the course of a day and within a given week — and seasonal changes throughout the school year bring some days with clear blue skies and comfortable temperatures and others with varying amounts of snow, wind, rain, and hot sunshine. Each part of the country has its own climate, with differing needs for shade and shelter, but it is possible to set up comfortable outdoor classrooms in any part of the country.

Schools and districts that would like to run consistent, large-scale programs outdoors will find that it is easier to do so when students and teachers have access to weather-appropriate clothing and some form of shelter to keep them out of light rain and strong sunlight. Most places will have enough “nice weather” to be outside some of the time, but having access to reliable shelter can dramatically increase the number of days that it is comfortable and enjoyable to be outside.

Outdoor shelter can be found under the shade of a mature tree, a building overhang, or temporary or permanent shade structures. Many schools will find that they have some existing shaded or sheltered areas they can use, but most will need to add some additional shelter if many classes choose to be outdoors at the same time.

For schools that wish to use computers outside as part of their educational program, having access to consistent shade is also very helpful for reducing glare on the computer screens — and for keeping electronics dry when the weather is damp.

The text below describes many different approaches to providing shade and shelter for outdoor learning. For additional information about adapting outdoor classroom spaces for different weather conditions and providing weather-appropriate clothing to increase student and teacher comfort outside, please see our articles on Outdoor Learning in All Types of Weather, Strategies for Managing Hot Weather, and Strategies for Managing Cold Temperatures. (Coming soon!)

Identify Shade and shelter near Existing Buildings and Structures

Look for shade cast by buildings and walls. School buildings, tall perimeter fences, and other structures on the school campuses are potential sources of shade for outdoor learning. The north sides of buildings and existing structures are protected from the sun most of the day, and are sometimes suitable places for outdoor classrooms and other school programs. This type of shade is also free!

Consider covered walkways. Look around the school grounds and note whether there are any covered walkways that might be wide enough for outdoor learning. Some covered walkways are fairly narrow and may only be intended as paths of travel. Other outdoor hallways, like the one pictured in the photograph to the left, are wide enough to accommodate circulation patterns and also have space available for picnic tables.

Study the flows of students and teachers through the campus and consider movement patterns during arrival, departure, meal times, and recess so outdoor classrooms will not interfere with the places most people walk on a regular basis. Avoid installing outdoor classrooms in places where they will block foot traffic or block the entrances to classrooms or school buildings. Be particularly careful to keep outdoor classroom infrastructure away from emergency egress routes.

Use existing shade structures. Some schools may already have existing schoolyard shade structures that they use in their garden programs, or other open-sided, roofed, outdoor spaces. These may be modest in size or very substantial.

Schools in warm, dry climates often have covered outdoor areas that they normally use on a daily basis as their “lunch room.” Many such facilities are sheltered by large-scale, heavy-weight, permanent structures. In some cases, these solid canopies may also support extensive arrays of solar panels, as in the image below. If your school is operating on a half-day schedule during the pandemic, and it has a large existing outdoor covered lunch area that is not being used during this time, this space could be repurposed as the temporary location for one or more outdoor classrooms.

Consider shade under Tree Canopies

If your school has tree cover, the area under the canopy of a mature tree can welcome outdoor learning. To use shade trees for outdoor learning, consider the following:

Identify tree locations. Map the location, size, number, and if possible, species of shade trees on your school grounds. Number each tree on the map so that it can be more easily referenced and evaluated for suitability. (See the Campus Assessment Tool)

Consult an arborist. Hire an arborist to evaluate the health of the trees on your school grounds and to check to see if there are any low, protruding, dead, or unstable branches that need to be removed before a class can safely sit under the tree. Many school districts already work with a local arborist. If you do not have access to an arborist through your school, the Arbor Day Foundation’s website is one source of information to find an arborist in your area. You can also try contacting your local Cooperative Extension office for assistance.

Protect tree health. Avoid digging foundations for outdoor classroom infrastructure under the spreading branches of a shade tree because many trees are shallow-rooted and could be damaged by digging.

If you would like to build an outdoor classroom in an unpaved area near a shallow rooted tree — or one that is sensitive to soil compaction from foot traffic — consider adding mulch to protect the roots or building a low deck to further protect the tree. Consult an arborist to find out what type of protection is needed for trees on your school site.

Evaluate physical Conditions ONSITE

Examine the ground surfaces. As your team evaluates potential outdoor locations to add new shelters, be sure to look at the ground surface materials. Is the ground in the locations you are considering paved or unpaved? The surface material may determine the type of anchoring method that can be used for outdoor shelters.

Check the slope. Make note of any slope to the ground. Flat sites are often easier to use and generally allow for simpler installations of many types of shelters that rest on the ground. Also consider how any slope might effect drainage during rainstorms, and avoid places that will remain wet after a rainstorm.

Consider accessibility. Ensure that each location selected for an outdoor classroom site also has appropriate paths of travel for wheelchairs and can be accessed by people with disabilities, in compliance with ADA regulations. If outdoor classrooms will be located in unpaved areas, consider making them adjacent to paved pathways to simply access. If site conditions are suitable and fairly flat, the school may be able to add temporary pathways using ADA compliant mulch surfaces or portable walkways and decks to increase wheelchair access to outdoor classrooms in natural or wooded areas of the grounds.

Do not obstruct key paths of travel. Consider foot traffic and vehicular traffic patterns and keep important outdoor hallways and other main paths of travel free of obstructions. Map important paths of travel between school ground entrances and building doors. Avoid obstructing transition spaces and emergency egress routes, particularly when creating learning spaces under sheltered walkways and near school entrances. Place outdoor classroom spaces away from moving vehicles.

Consider structural options. Check to see what types of options each location offers for anchoring a shelter either into the ground or onto adjacent posts, buildings, or trees (if permits allow). Look closely at what is overhead, to be sure that there are not any hazards above the selected outdoor classroom locations.

Spread out. Consider what is adjacent to your potential outdoor classroom locations so each class will be far enough from others to avoid distraction. See our article about Addressing Noise and Sound Outdoors for additional strategies and guidance. Be aware of your local jurisdiction’s setback requirements related to proximity to existing buildings, property lines, and neighbors. You may be required to communicate with neighbors adjacent to the school site before installing a new structure, particularly if it is near a property line.

Consider access to supplies and bathrooms. It is also important to check how close or far the selected locations are from where the teachers will store their supplies, and the distance to the closest student bathrooms.

Evaluate physical comfort. Microclimate conditions can influence how each space feels, and can vary greatly within a single schoolyard. Locations next to a south-facing building wall are likely to receive radiant heat, which could be an asset in cooler seasons, and might not be as comfortable on hot days. Buildings and dense plantings may block the prevailing wind in some locations and make them more comfortable than others.

Consider views and noise. Some locations on a given school site might be closer or farther from sources of pleasant or distracting views or noise. Think about whether the existing ground surface, nearby walls, or vegetation absorb ambient sounds or add distracting reverberations (See Addressing Noise and Sound Outdoors). If the outdoor classrooms will be located near the school building, consider whether the adjacent indoor classrooms will be disturbed by the noise, especially since windows are likely to be open to increase ventilation. 

Maintain airflow by avoiding walls. It is tempting to add solid walls to outdoor structures to help protect students and teachers from the weather. However, the main reason to be outside for class is because outdoor air — unimpeded by walls — generally has much better airflow than indoor spaces. It is best to avoid using any walls on an outdoor structure, if you can.

If you need to add a wall to an outdoor structure, try to limit each classroom to one wall, to block the prevailing wind direction or provide shade for the side of the structure that receives the strongest direct sunlight. If more than one outdoor structure is installed in a given area, space the structures as far apart as possible and ensure that any sidewalls that are used do not create a wind tunnel effect that would send air flowing from one outdoor space directly into another. If you feel that you must add two walls, place them on opposite sides from one another to avoid creating eddies in the structure.

According to the California Department of Public Health (CDPH), if a structure located outdoors has two or more adjacent walls, it should be considered an “indoor space” because airflow will be greatly reduced inside. For more information, recommendations, and diagrams explaining how walls on outdoor structures affect air flow, see Use of Temporary Structures for Outdoor Business Operations from CDPH.

If you need some shade or privacy and have the option to use permeable screens or half walls, as Linden Waldorf School chose to do (see photo, left), they may be sufficient to reduce distractions, block the glare, and reduce wind while keeping the air flowing. Strategically adding tall airy plantings or vines on an open lattice around an outdoor classroom can also increase shade and reduce distractions without substantially impeding airflow.

Lightweight temporary structures

Movable shade umbrellas. Umbrellas are generally one of the least expensive shade options, and are among the simplest types of shade to install. Outdoor umbrellas come in many different sizes and colors, and frequently have a simple hand crank to open and close the canopies. Be sure to follow guidelines from your school district and the manufacturer when installing them. Some models may need to be bolted to the ground, others come with heavy bases, and many are delivered with hollow bases that need to be filled with sand to keep them upright in light breezes. Some types are also meant to be installed through the top of a picnic table to give them added stability. Be sure to close the umbrellas when not in use since they may tip over in the wind in some situations. Larger umbrellas with double or triple canopies can be arranged in groups to provide more substantial areas of shade. Shade umbrellas are best-suited to mild climates with little rain and low wind.

Shade sails. Fabric sails can also be used to provide shade and some types offer limited protection from light rain. Check the building codes for your school district and local permitting authorities to see how shade sails may be installed on your school grounds. Many require permits to install the tall posts with concrete footings that may be needed to support shade sails. Others may require engineering checks or permits to attach shade sails to existing fences or building walls because such structures may not have been designed originally with wind-loads in mind. (Shade sails often catch the wind and can pull very hard on their supporting structures.) Note that installing shade sails lower to the ground may be more effective at casting shade on students sitting directly below them than if the same sails are secured much higher overhead.

Tents and other freestanding structures. Tents and other freestanding structures with textile roofs and supporting poles can be rented or purchased from local or online event companies or outdoor outfitters. Be sure to select tents that fit your school districts’ building code requirements for size and structural stability, and select high quality tents that are robust enough for the weather in your region. Most event-style tents are not strong enough to stand up to a windstorm and cannot hold a snow load, so if these weather conditions are expected, it may be necessary to remove the tent, or at least remove its textile covering, before conditions become unsuitable.

Most tents require ropes or wires to hold their fabric or vinyl covers in place. Some are secured using stakes pounded into unpaved ground, and others may be secured using heavy concrete blocks placed on top of paved surfaces (see photo, right). Follow all building codes and manufacturer’s directions for tent installation, and be sure to plan ahead with regard to paths of travel so that students will not trip over the supporting ropes or wires that extend from the sides of each tent. Leave space between tents to allow enough room for foot traffic to flow easily without encountering the tent supports and wires.

structures for extended use

Lightweight carports. Some lightweight structures with metal frames are sold as carports and are meant for extended use. These mass produced structures may be in the same price range as temporary tents, but often last much longer. Like tents, some carport frames can be covered with textiles or vinyl for rain protection (photo, below left), or covered with airy shade cloths or reed mats (photo, left).

Carports generally have strong steel frames that are more durable than many tents. Since their frames bolt into the ground, they also do not have wires or ropes protruding from their corners. This narrows their footprints, allowing them to fit into tighter spaces, and may also reduce tripping hazards. Check the building codes for your city and school district before purchasing since some do not allow them.

All-weather carports. Some types of carports available from commercial and agricultural suppliers come in very large sizes and have solid roofs. Many have robust steel frames topped with corrugated steel roofs (not pictured). They are intended to withstand high wind and heavy snow loads and can last for many years. Large scale carports with metal roofs may require more substantial concrete footings and are very likely to require permits if installed on school grounds. Check your school district and local building codes before purchasing.

Pavilions and other solid roofed structures. Pavilions and other types of outdoor structures with solid roofs can provide protection from sun and rain. Many are designed to be long-lasting and are engineered to withstand snow loads and wind. If their roofs are angled or arched, then rain and snow are more likely to slide off.

Some pavilions may be purchased as kits or they can be custom designed and built from a wide variety of materials. All heavy structures will need to meet building codes and most will need to be reviewed by the school district or the city to ensure that they are properly engineered and permitted. Pavilions and other sturdy, permanent outdoor shelters installed to meet a school’s needs during the pandemic are also an investment in the future of outdoor learning at the school. Most will last for a decade or more.

For example, Linden Waldorf School in Nashville, Tennessee installed nine new outdoor pavilions in Fall 2020 so their entire student body (~200 students) could have all of their classes outside during the pandemic. These beautiful structures (photo, left) were custom designed to meet their needs, and received permits from the City. The school is greatly enjoying being outside, and plans to use their new outdoor classrooms for many years to come, after this health crisis has passed.

Heavy-weight steel canopies. Heavy-weight steel canopies are a type of commercial infrastructure that is usually used by school districts in places where it will receive long-term use, and may be expected to last for decades. Heavy infrastructure like this (photo, left) is commonly used in schools with warm climates to shade outdoor lunch areas, to cover walkways between buildings, and to shade play spaces. These durable structures are well-suited to these types of applications, and might be something that a school would consider installing now, if they do not have any shade or rain protection outdoors and need a single, large, covered space on their grounds. However, a heavy steel canopy is generally not something that most school districts would want to install if their goal is to bring every student outside temporarily during the pandemic. They are simply too expensive, and usually cost at least 2 to 10 times as much as every other type of option that is listed above.

Stakeholder engagement

Ask stakeholders such as the principal, teachers, and facilities staff for their input before purchasing any type of shelter.

Contact local and state permitting agencies to find out what is required. The local fire marshal and insurance experts may be able to give guidance and make recommendations.

Ask architects, landscape architects, construction and general contracting companies, and tent installers for their advice and expertise.

Speak with your school district’s facilities and maintenance departments to determine the best course of action to evaluate and care for trees that may shelter outdoor classrooms. Many school districts already work with an arborist.