Abstract
The purpose of this study was to explore factors impeding or enabling 4th grade access to a community-based outdoor environmental education (OEE) organization located in the pacific northwest United States called the Children’s Forest, an initiative of the United States Forest Service. Qualitative findings indicated that teachers and administrators face significant dilemmas when having to make OEE curricular decisions in the context of broader educational mandates. Key findings suggest that OEE program staff can utilize policy-driven mandates to facilitate OEE participation and that savvy individual teachers can potentially help schools overcome policy-related, institutional, and interpersonal barriers to OEE participation. Further research is needed to corroborate and identify additional bridges and barriers that might impact diverse K-12 educator access to community-based OEE. Nonetheless, key learnings emerged from this study echoing past research and providing additional implications for future OEE practice and research.
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