Maya Mallory

Topic

From Desk to Dirt: Teachers’ Experiences as They Engage in Lessons informed by Nature-Based Literacy With Their Students

School of Exercise Science, Physical and Health Education

Date & location

• Wednesday, August 26, 2026
• 10:00 A.M.
• McKinnon Building, Room 092

Examining Committee

Supervisory Committee

• Dr. Jennifer Gruno, School of Exercise Science, Physical and Health Education, University of Victoria (Supervisor)
• Dr. Jean Buckler, School of Exercise Science, Physical and Health Education, UVic (Member)
• Dr. Nevin Harper, School of Exercise Science, Physical and Health Education, UVic (Member)

External Examiner

• Dr. John Telford, School of Health Sciences and Human Services, Camosun College

Chair of Oral Examination

• Dr. Megan Ames, Department of Psychology, UVic

Abstract

Amid growing concern over the disconnection between children and the natural world, Nature-Based Literacy (NBL) has emerged as a conceptual framework that may support student well-being, ecological responsibility, and meaningful engagement with nature. NBL is a comprehensive framework of interconnected intrapersonal factors, including motivation, knowledge, competence, confidence, experience, connection, and stewardship, that shape an individual’s capacity to engage meaningfully with the natural world across physical, cognitive, social, and emotional domains (Barrette et al., 2022, 2025). While research highlights the benefits of outdoor learning for children, less is known about how educators experience nature-based approaches within public-school contexts. This study explored the experiences of grade 1–5 teachers as they participated in Physical Health Education (PHE) lessons informed by NBL through outdoor nature-based learning activities aligned with British Columbia’s PHE curriculum. Theoretically informed by Human–Nature Connection (HNC), this research employed Reflexive Thematic Analysis (RTA) to interpret educator journal responses to targeted prompts collected across eight co-facilitated outdoor learning lessons throughout the regular school year. Participants included teachers who expressed interest in nature-based learning within PHE contexts. Methodological rigour was supported through prolonged engagement, data triangulation, reflexive practices, and transparent documentation of analytic decisions, consistent with Braun and Clarke’s (2022) approach to RTA. This study illuminated how educators experienced PHE lessons informed by NBL alongside their students. The findings highlight considerations for designing professional learning that is practical, relational, and grounded in authentic classroom contexts, while contributing to emerging understandings of how teachers develop confidence and capacity for nature-based teaching.