This resource was last updated December, 2021.

The Basics for Outdoor Learning During the Pandemic

When it comes to promoting learning and health during COVID-19, it is important to consider outdoor learning and play as part of your “Plan A” — among the first things you do to reduce the risk of viral transmission. The good news? This investment in outdoor learning will also pay off for child well-being and learning over the long term.

“In general, the risk of COVID-19 transmission is lower when playing outdoors than in indoor settings.”

— Centers for Disease Control and Prevention, in Guidance for COVID-19 Prevention in K-12 Schools

“Get as much outdoors as you can.”

— Dr. Fauci, August 13, 2020, during a Facebook LiveChat, as reported by the Associated Press

How Does Being Outdoors Affect Transmission Risk?

The virus spreads far less easily outdoors than indoors due to far greater air circulation. Children can get COVID-19 (at similar rates to adults) (2). Being outdoors, however, does not entirely eliminate the risk of the virus being spread. Since this is the case, apply the same prevention measures outdoors that you would indoors.

Recognize that outdoor learning may likely include periods of time indoors, either for whole groups or smaller groups of children and adults. Bathroom use, inclement weather, first aid, providing care to students with chronic conditions, and eating lunch or snacks may all require additional vigilance. Ensure prevention measures and planning account for time spent indoors where the risk of transmission is higher.

Use multiple layers of protection

It is important to add many layers of protection, as shown in the graphic above, since no single intervention is perfect at preventing spread.

REDUCE RESPIRATORY TRANSMISSION 

The COVID-19 pandemic mainly spreads through the air, so it is vital to reduce airborne transmission. Outdoor environments naturally have greater ventilation, air flow, and air volume than indoor spaces do, and air is not recirculated outside. Outdoor spaces like school grounds and parks are also generally larger than school buildings and indoor classrooms, so there is usually more room to increase the distance between people and between cohorts outside. These conditions make airborne virus transmission much less likely outdoors. (2) 

REDUCE CONTACT TRANSMISSION 

The virus may also spread via surface contact, although this is now understood to be less likely than airborne transmission. Outside, direct sunlight reduces virus survival on outdoor surfaces. When weather conditions include high temperatures and high humidity, those factors also further reduce virus survival on outdoor surfaces. Porous natural surfaces outdoors also decrease virus survival. Taken together, these factors suggested that virus transmission via outdoor surfaces is less likely than from indoor surfaces. (3) 

References 2, 3, 4 above summarize information from:
Dr. Nooshin Razani, MD, MPH, Founder and Director of the Center for Nature and Health at UC San Francisco, in the recorded webinar, Demythologizing COVID-19: How to Use Outdoor Learning Spaces to Help Control COVID-19 Transmission as Schools Reopen.  

FOLLOW BEST PRACTICES OUTDOORS

While the overall evidence points to lower transmission rates outdoors, there are still some gaps in health science data that must be filled to better understand the specific pathways of transmission outdoors. (4) This means that it is important for schools to continue using similar COVID-19 health protocols when they are outside, that they practice inside:

Wear masks. Everyone should wear a face covering—specifically, a cloth mask that is double layered, without a valve. Wearing a mask decreases the likelihood that someone with the virus will breathe, cough, or sneeze the droplets and aerosols into the air or onto a surface. Wearing a mask also decreases the likelihood that the wearer will be exposed to the virus.

Maintain distance. For elementary students, try to keep students at least 3 feet apart and adults at least 6 feet apart. For middle and high school students, a distance of 3 feet or more between students is adequate if community spread is low or moderate; however, try to keep students at least 6 feet apart if community spread is high. Maintaining a distance between people who do not live together will help reduce the spread of this virus. This is true even when people are wearing face coverings. (See the March 19, 2021 press release from the CDC.)

Wash hands. Wash hands frequently with soap, for at least 20 seconds, or use an alcohol-based hand sanitizer with at least 60 percent alcohol if soap and water are not readily available. This is especially important after touching surfaces that other people touch (such as a door handle), and will help reduce the spread of this virus. Provide outdoor hand washing facilities, if possible.

Stay home if sick. Make sure people who may be sick do not come to school. Anyone showing symptoms of being sick should stay home and avoid contact with others until their symptoms have subsided and their quarantine is over. According to the American Academy of Pediatrics, “adequate and timely COVID-19 testing resources must be available and accessible as a means for limiting spread and helping symptomatic students who do not have COVID-19 return in a timely way.”

(See American Academy of Pediatrics, COVID-19 Planning Considerations: Guidance for School Re-entry, and CDC, Isolate If You Are Sick.)

Use cohorts. Create and maintain small cohorts (separate groups) of children and adults. Keep each cohort completely separate from other cohorts to prevent close contact and reduce the risk of transmission. In cohorts, children and staff spend time only with those in that cohort. 

Clean and disinfect surfaces. Cleaning and disinfecting high-touch surfaces is important. Start with indoor surfaces, and remember that children learning and playing outdoors will need to use indoor restrooms. Frequently cleaning and disinfecting these high-touch surfaces (door handles to the school and classrooms, bathroom door handles, sink fixtures, towel dispensers, air dryer buttons, bathroom stall handles and locks, and toilet flush handles), will help reduce the likelihood of transmitting this virus (along with other common germs). Outdoors, focus on playground equipment and handles. It is not recommended to disinfect sand boxes, wood chips, or other porous natural surfaces outside.

Promote air circulation. Keep air flowing in outdoor classrooms, since ventilation is a primary reason to be outdoors. Avoid putting walls on tents and other outdoor shelters, and limit each to one wall if necessary.

What Is the Difference Between Cleaning and Disinfecting?

Cleaning physically removes germs, dirt, and impurities from surfaces or objects by using soap (or detergent) and water. This process does not necessarily kill germs, but by removing them it lowers their numbers and the risk of spreading infection.

Disinfecting kills germs on surfaces or objects. Disinfecting works by using chemicals to kill germs on surfaces or objects. This process does not necessarily clean dirty surfaces or remove germs, but by killing germs on a surface after cleaning, it can further lower the risk of spreading infection.

Clean surfaces and objects using soap and water prior to disinfection. See additional guidance on cleaning and disinfecting school facilities on the CDC’s website.

How Likely Is the Virus Spread via Outdoor Surfaces? 

See our summary on outdoor high-touch surfaces. (Information and link coming soon!)

Reference for information above: CDC. (2020, November 19). Cleaning, Disinfection, and Hand Hygiene in Schools – a Toolkit for School Administrators. Centers for Disease Control and Prevention. Please visit the CDC’s webpage for additional updates.

Emphasize the tried and true. Do things we already know to reduce the likely transmission of the virus: wash hands, wear masks, maintain distance, and stay home when sick. NOTE: This guidance DOES NOT APPLY when thinking about issues involving equity. In fact, it is often most critical to question the “usual path” and, to the degree possible, engage community stakeholders in shaping the way forward.

First, do what is in your control. Focus first on addressing factors that are to some degree within your control.

Expect uncertainty. This virus is new, circumstances change, and we receive new information every day. This means that we may not yet know the answers to many questions. At the same time, we do know basic strategies that turn out to be extremely effective in reducing the risk of spreading this virus.

Layer reasonable strategies. Use all the risk-mitigation strategies you reasonably can without losing sight of the overarching goal of sustaining healthy, positive, equitable learning environments.

Keep goals in mind. If your efforts to mitigate risk cause enough stress to eliminate the benefits of children learning, playing, and connecting, then stop. Regroup, reassess, and get some perspective.

Be as nimble as possible. When it comes to moving forward without all the ideal information, keep an open mind and expect surprises. You will help others become more nimble if you model this kind of expectation.