2026 Fall Conference Presenters

SESSION A

“Go Touch Grass”: Assessing the Effects of Outdoor Education on the Emotional Regulation and Mental Well-Being of Students with ADHD and ASD

Taylor Simon, Nipissing University, York Region DSB

Outdoor environments can offer incredible opportunities for emotional regulation, engagement, and belonging for neurodivergent learners. Drawing on findings from a Master of Education research project examining how outdoor education supports the emotional regulation of students with autism and/or ADHD, this interactive session will explore the relationship between play, self-regulation, and outdoor learning experiences. Participants will examine key research findings, consider the ways in which outdoor spaces can reduce barriers to participation, and engage in practical activities that can be adapted across educational settings. Participants can expect a combination of presentation, small-group discussion, and hands-on activities. Comfortable clothing and footwear for light movement is recommended.

This session is appropriate for educators with varying levels of experience.

The learning objectives are:

-Understand current research related to emotion regulation, autism, ADHD, and outdoor education.
-Identify characteristic of outdoor play experiences that may support emotional regulation for neurodivergent students.
-Explore practical strategies for designing inclusive outdoor learning experiences that promote participation, autonomy, and well-being.
-Analyze outdoor learning environments for potential barriers and supports related to emotion regulation for students with autism and ADHD.
-Develop ideas for implementing regulation-supportive outdoor activities within their own educational contexts.

Risky Play is Here to Stay

Darren Barkhouse, Bienenstock Natural Playgrounds

The opportunities for children to engage in risky play and uncertainty are few and far between these days. Many times we see educators trapped in policy requirements, or have misconceptions on what true risk actually is. We will explore our own risk evaluation mechanism and identify the barriers educators face when allowing risky play opportunities. The outdoors provide a natural canvas for risky play opportunities, problem solving through uncertainty, building social connections, and that barely begins to dig into the dirt!

The learning objectives are:

– Understand benefits of risky play and how it supports child development
– Engage in real conversations about risk and how we evaluate it in our daily lives
– Show how the outdoors is a natural pathway to supporting risky play with children

Resource to Reality

Michael Naumoff, Humber Arboretum

Outdoor educators often leave conferences with exciting new books and activity guides, only to find those resources sitting on a shelf when they return home. This workshop bridges the gap between inspiration and implementation by providing a practical framework for translating educational resources into engaging, field-tested outdoor learning experiences.
Participants will explore some resources, dissect activity structures, adapt lessons to their own settings, and develop an actionable implementation plan they can use immediately with their learners.

The learning objectives are:

– Develop a process for analyzing educational resources effectively
– Identify the key components of successful outdoor learning activities
– Strategies for helping new and younger staff utilize the amazing resources on your shelves
– Adapt activities to different ages, abilities, group sizes, and settings
– Create an implementation plan for using a resource in their own programs

La Langue de la Nature: Exploring Ecology Through Language

Bradley Squarek, Royal Botanical Gardens Canada

How does the language we use influence the way we understand the natural world? Drawing on Royal Botanical Gardens’ La Langue de la Nature school program, this workshop explores how language, play, and nature-based inquiry can foster curiosity, ecological understanding, and connections to place.
Through creative games, playful inquiry, an introduction to animal communication, and close observation of the natural world, participants will examine how naming and describing species shape scientific understanding, identity, and our relationships with ecosystems. Participants will explore how naming practices in English, French, and Anishinaabemowin reflect different worldviews about ecosystems and relationships with nature.
By reframing everyday classroom practices such as naming, observing, and describing,
educators can cultivate systems thinking and a deeper awareness of ecological relationships as students learn to navigate environmental challenges, including climate change. The session highlights environmental stewardship, and relational approaches to scientific inquiry while demonstrating how language can shape learners’ understanding of their place within ecological systems.
Through a hands-on activity, participants will rename flora and fauna based on ecological roles and observations rather than human-centered labels, highlighting the importance of interconnection, place, and responsibility in environmental education. This playful approach to scientific inquiry encourages curiosity, imagination, and deeper ecological understanding.

The learning objectives are:

Explore how language and naming practices influence students’ understanding of
ecosystems and their relationships with the natural world.

Apply strategies from RBG’s La Langue de la Nature program to encourage curiosity,
observation, play-based learning and systems thinking.
Examine how relationship-based approaches to language can support ecological literacy, environmental stewardship, and culturally responsive environmental education.

Macro-Models: Big Learning, Big Fun

Brynn Green, Lakehead University

In this workshop, participants will have lots of fun engaging in a macro-model and discussing how this instructional strategy can benefit student engagement and academic outcomes! Macro-models embrace the theory of embodied cognition by getting students moving around outside and participating in large scale models of the concepts they are learning. Whether a student is 3 or 93, most would prefer getting active and having fun over reading a textbook or completing a worksheet. If you are interested in finding new ways to get students of all ages moving and engaged in their learning, then this workshop is for you!

The learning objectives are:

– Utilize macro-models in multiple subject areas
– Create unique macro-models based on a wide variety of concepts
– Determine strategies to adapt and create macro-models that are inclusive of all student needs

SESSION B

Humour Beyond Humanity

Kyra Min Poole, Lakehead University

“Humour Beyond Humanity” seeks to understand what happens when humour is decentered from the human. We’ll work to unveil the illusory anthropic nature of comedy, exploring both the diverse expressions of laughter across species and the cultural constructions of animalistic laughter. Through individual, partner, and group-based play, we’ll explore how anthropocentric laughter feeds into species biases; coming-to-know ourselves as one of many beings who chuckle, chortle, snort, and snicker to get by. This workshop best accommodates up to 30 participants. Some materials will be provided. Please bring paper and a writing utensil for safe measure! Prepare for low-impact movement and potentially loud bouts of laughter. Come with curiosity and candor!

The learning objectives are:

Mapping the distinctions between laughter, humour, and comedy
Engaging in a species-specific inquiry on laughter within and beyond the human gaze
Reflecting on humorous resilience in our lives and stories

Nature Detectives: Bringing Nature Indoors in a Changing Climate

Shannon Sveda, Royal Botanical Gardens

As outdoor educators, we are increasingly challenged by a changing climate. While we know the many benefits of outdoor learning, extreme weather events and unpredictable conditions can sometimes limit opportunities to be outside. But it’s easier than you might think to bring the natural world into your classroom. Join us for a hands-on session exploring practical strategies for maintaining meaningful nature-based learning when outdoor experiences are limited. We will showcase Royal Botanical Gardens’ Nature Detectives school program, including bioartefact-filled discovery bins and supporting resources designed to spark inquiry, exploration, and student engagement. Participants will experience activities firsthand and leave with ideas and tools to make nature programming more climate-resilient and accessible year-round.

The learning objectives are:
-Identify practical strategies for adapting nature-based programming to support meaningful environmental learning in a variety of weather conditions.
– Apply hands-on activities and resources from the RBG Nature Detectives program to foster inquiry, observation, and student engagement.
-Assess a range of materials and classroom tools that complement authentic natural objects and strengthen nature-connected learning experiences.

Supporting Young Children’s Seasonal Outdoor Play

Kimberly Squires, University of Guelph

Emily Fleming, Ella Holt, Alanis Sanchez Nolte, Kim Barton, & Starlene Ruttan, University of Guelph

Outdoor play changes with the seasons, offering unique opportunities for exploration, learning, and development throughout the year. In this workshop, we will share findings from a research study that examined children’s outdoor play experiences across all four seasons within an early childhood education and care setting. Participants will gain insight into common play behaviours observed in different weather and seasonal conditions, as well as the ways children adapted their play throughout the year. We will discuss some common challenges and barriers that can limit outdoor play, including weather-related concerns, access to outdoor spaces, clothing and equipment considerations, and adult perceptions of risk. Drawing on our research findings, we will highlight practical strategies for supporting year-round outdoor play and fostering children’s engagement outdoors.

The learning objectives are:

– Identifying and describing examples of children’s play behaviours across a four-season climate
– Recognize common challenges and opportunities associated with outdoor across a four-season climate
– Understanding ways to support children’s engagement in year-round outdoor play

Let’s Play Eco Games

Natalie Kemp, Hamilton Conservation Authority

Games are one of the ways we reinforce some of the different ecological concepts we teach in all our programs at HCA and we love coming up with new ideas. Natalie will share some of their favourites, all of which can be played on an open field (or even in a gymnasium). There will be a mix of more active and passive games that span a variety of elementary programs—though the high schoolers love lots of these too. Come ready to play!

The learning objective is:

– Participants will come away with new game ideas, as well as some information on how to develop educational games themselves

The Strength of Play is Competence: Turning Outdoor Play into Lifelong Bushcraft Skills

Wolf Starchild, Barefoot Bushcraft

Tori Starchild, Barefoot Bushcraft

Children instinctively play by building, climbing, carving, imagining, experimenting, and taking manageable risks. Bushcraft naturally harnesses these instincts, transforming play into opportunities to develop practical skills, confidence, resilience, and sound judgment. Drawing on over a decade of experience leading Barefoot Bushcraft programs for homeschool groups, schools, summer camps, families, and corporate teams, this workshop explores how educators can intentionally use play to introduce authentic outdoor skills without sacrificing safety or curiosity. Participants will examine how activities such as shelter building, fire making, cordage, knot tying, navigation, and tool use can remain playful while fostering genuine competence and a lasting connection with nature. Through discussion and hands-on activities, we’ll explore ways to recognize teachable moments, balance child-led exploration with intentional instruction, and distinguish healthy risk from unnecessary hazard. Rather than viewing play as the destination, this session demonstrates how play can become the pathway to lifelong confidence in the outdoors.

The learning objectives are:
* Understand how bushcraft naturally builds on children’s instinct to play.
* Learn strategies for balancing free exploration with intentional teaching.
* Differentiate between healthy risk and unnecessary hazard.
* Explore practical bushcraft activities that encourage curiosity, resilience, and problem-solving.
* Leave with adaptable activities suitable for a variety of outdoor education settings.

* Distinguish between meaningful risk, manageable challenge, and unnecessary hazard in outdoor programming.
* Use play as an entry point for teaching practical bushcraft and outdoor skills.
* Balance child-led exploration with timely, intentional instruction.
* Adapt activities such as shelter building, knot tying, navigation, fire preparation, and safe tool use for different ages and abilities.
* Create learning experiences that build confidence, problem-solving, cooperation, resilience, and connection with nature.
* Identify practical ways to introduce authentic outdoor skills while maintaining clear safety expectations.

Watch out for giant hogweed!

John Kemp, Giant Hogweed Mitigation Project

In this workshop, participants will explore a display of dried, safe Giant Hogweed skeletons that demonstrate the plant’s majestic size. They will also examine a live, immature plant—safely contained in an aquarium—for identification training. Photographs and other safe materials will help participants recognize Giant Hogweed throughout its various stages of growth. Images of Giant Hogweed burns will be used to explain the plant’s harmful effects.This workshop is ideal for late-winter preparation and education before spring outings by foragers, paddlers and other outdoor explorers travelling on land or along watercourses. Handouts and online resources will be provided to help participants educate young explorers. Attendees will leave with an understanding of where Giant Hogweed grows, how it arrived here and how we can safely share the planet with this impressive “brother with roots.”

The learning objectives are:

– Identify Giant Hogweed in three seasons and throughout its four stages of growth.
– Understand the habitat in which Giant Hogweed grows.
– Learn how to move safely around Giant Hogweed.
– Be prepared to provide first aid and respond appropriately following accidental contact.

SESSION C

Literacy take Root: Outdoor Learning in the Early Years

Roxane Hendrie, Independent

Lisa MacKay, Independent

In this workshop, participants will delve into how the outdoor environment can become a rich and engaging space for developing early literacy. Participants will invistigate how children’s natural curiosity, play and exploration of oral language, vocabulary, storytelling, mark making, and environmental print can enhance emergent reading and writing skills.

The learning objectives are:

-Recognize how outdoor environments support emergent literacy through play, inquiry, exploration and meaningful interactions
-Design engaging outdoor literacy invitations that foster oral language, storytelling, mark making, environmental print and early reading and writing skills
-Connect outdoor literacy experiences with How Does Learning Happen? Ontario’s Pedagogy for the Early Years

Nature Play & Learning Lab

Megan Brophy, Evergreen

Jessica Vuong, Marcela Cordoba, Evergreen

Experience nature connection in action! This dynamic 1-hour session immerses participants in the fundamentals of outdoor play, learning, and nature connection. Join us for an experiential workshop built around tried-and-true games and activities that:
– Are seasonally connected
– Require little to no materials and set up
– Can be adapted to any space, any age, or any group size
– Connect with curriculum
– Offer a range of energy and movement levels
We will meet participants where they’re at and support them in taking their first step or next step in outdoor play and learning, with a focus on urban environments. Wear comfortable, weather-appropriate clothing, shoes you can walk in, and bring a water bottle. Come ready to play, move your body, and embrace the silliness of your inner child!

The learning objectives are:
– Apply nature-connected and curriculum-connected lenses to reimagine familiar games and activities
– Adapt, modify, and extend games and activities to scale up or down for different grades
– Build a shared practice of urban nature connection
– Come away with a broadened range of activities in their toolkit
– Feel empowered to engage learners in any outdoor setting
– Experience activities through “wearing two hats”; as the reflective practitioner they are, and as a student in their care

Play as a catalyst for Place-Based Learning

Gary Pluim, Lakehead University

Emily Ranft, Rayanna Santiago, Michelle Farah Chalit, Lakehead University

While nature-based play is well established for children, it remains underused as a mode of adult learning. This presentation explores how adult play draws on different strengths than children’s play — social connection, storytelling, exploration, challenge, and moments of losing track of time in an immersive “flow” state. Our presenter group brings together adult learners from a Masters-level place-based education course who spent two weeks this spring learning about the Huronia region through play — its histories, environment, botany, birds, geography, transportation, philosophies, and cultures. We will recount specific days of play that led directly to deep learning, including exploring Chief Island of Rama First Nation, sharing community histories, myths, and folklore with local knowledge holders, and moving through the region’s waterways and trails by bike, foot, and canoe. Across each experience, shared threads emerged: presence of mind, and experiencing flow as catalysts for meaningful learning about land and relationship. Participants can expect a discussion-based session blending storytelling with reflection on embodied, land-based learning. No specialized clothing or footwear is required as this session will be delivered indoors.

The learning objectives are:

Adult-Specific Modes of Play
Play as a Vehicle for Place-Based and Land-Based Learning
Practical Strategies for Outdoor Adult Education
Presence and “Flow” as Pedagogical Tools

SESSION D

Courage, Creativity, and Community: Improv Comedy for Climate Action & Classroom Resilience

Ellen Jamieson, Concordia University

In this workshop, participants will apply the principles of improvisational comedy to environmental and climate change education. Improv is a collaborative art form that is used to cultivate imagination, play, and safe spaces. Its integration into climate change education offers a platform for exploring the power of storytelling in scientific and environmental learning while also cultivating the desire to connect with others through observation and curiosity. Group games and exercises give permission to discover and the principle of “Yes, And” challenges participants to ask questions and collaborate on solutions. In short, improv is Systems Thinking. Participants will leave with tools and activities that engage students in critical and creative problem-solving, supportive group thinking, and daring climate action comedy. Say yes, (and!) to developing innovative communication techniques, experimenting with creative engagement strategies, and supporting student confidence!

The learning objectives are:

– Explore the power of comedy and storytelling in scientific and environmental learning
– Design and use improv activities that complement climate change education
– Facilitate and engage in play that supports mental, emotional, and social well-being of students and educators
– Cultivate joy and laughter in creativity, curiosity, and risk-taking

Landscapes for Learning

James Paul Gifford, Wellington Hall Academy

This is a feet-on-the-ground, hands-in-the dirt, hearts-wide-open outdoor workshop on what elements to look for in a landscape that inspires pro-social play without much teaching (nature and human nature so most of the work). Wear shoes and socks, long pants, long shirt, and bring a water bottle. Maximum 20 participants.

The learning objectives are:

Engage teachers in their formative years in landscapes for learning (age 6-12).
Draw from them the 7 elements of a landscape for learning.
3 keys to not getting in the way of instinctive mature play.
How to “uncover the curriculum” in nature through play.

Exploring active outdoor play and learning for children with disabilities through case studies

Cécile Tang, Outdoor Play Canada

Hannah Raudssus, Outdoor Play Canada

In this workshop, participants will explore how outdoor play can serve as a foundation for inclusive, resilient early learning environments, grounded in real-world insights from the SPROUT-able project.
Through guided case studies, participants will examine real life scenarios and practical examples of inclusive outdoor programming for children with disabilities, considering how nature-based play can nurture connection, resilience, and co-regulation. This is an interactive session: participants will work in small groups to unpack case studies, share their own experiences, and reflect on how these strategies might translate into their own early learning settings.

The learning objectives are:

– Identify key strategies that support inclusive outdoor play experiences for children with disabilities in early learning environments.
– Reflect on and share practices that promote belonging, participation, and inclusion in outdoor learning settings.
– Adapt inclusive outdoor play approaches to meet the diverse needs of children within their own early learning contexts.

Playing with Imagination: Nurturing connection

Lee McArthur, Chippewas of Nawash Unceded First Nation

Imagining is a form of play. Every day we correspond with the world through our imaginings – imagining possible futures, minutes, hours, days or years ahead. This Imaginative play holds a constitutive role in guiding and determining our actions in the world. Crucially, we are beginning to understand the importance of nourishing and intentionally promoting imaginative development. This workshop will guide participants through various imaginative play activities designed to develop learners’ connection with the natural world. These activities can be readily modified and transferred across the age spectrum.

The learning objectives are:
*consider and discuss current theoretical and research about imagining
*engage in guided imaginative activities
*reflect upon relevance and application of the activities in their own spheres of influence

Becoming the Bug: Play as a Pathway to Ecological Empathy

Marleine Gelineau, Lakehead University

In this workshop, participants will explore how play and imagination can help learners build relationships with the more-than-human beings that share our world.

What might a forest look like to a ground beetle? How does an ant find their way home? How does a bee help her hive find food? Through embodied games, role-play, and creative reflection, participants will experiment with taking on insect perspectives while investigating the relationships that connect species within local ecosystems.

Explore how insects experience the world through their unique perceptual worlds (umwelten).
Reflect on how play and imagination can foster curiosity, empathy, and care for more-than-human beings.
Gain ideas for using play-based activities to support perspective-taking and environmental learning.

Community Web Game – Cooperative Game

Christopher Peter Stock, “A JOURNEY BEGINS…” An Interactive Indigenous Cultural Experience

Keanna Stock, “A JOURNEY BEGINS…” An Interactive Indigenous Cultural Experience

The premise of the web game: To successfully transfer everyone in the group through the web, without touching the web, either with their body or clothing. Bells are attached to the web to help to keep it honest. When someone touches the web and the bells ring, everyone must go back, and try again until everyone has made it through the web. You can only use a hole/opening once. Nobody gets left behind – you can’t go underneath or around it: everyone must pass through it.

This activity highlights:

Cooperation, team work, leadership, communication, listening skills, problem solving, conflict resolution.

This activity can be modified to accommodate age / grade levels and used as an anecdotal reflection exercise and assessment.