By Dan Pascucci
Ninety-seven years ago, Isaac Bernheim established Bernheim Forest as a place for people to connect with nature. His vision included the rehabilitation, conservation, and protection of lands that had become depleted from overuse. He understood that nature could thrive if given the proper support, and he set into motion a legacy he knew would live far beyond his years.
Building on Bernheim’s legacy, the Education and Interpretation Department at Bernheim launched a similar vision nine years ago.
Rather than revitalizing a natural landscape, Bernheim educators partnered with the Sierra Club of Greater Louisville to revitalize nature-based education and expand opportunities for learning in and about the outdoors.
Research shows that learning in nature boosts academic performance and enhances problem-solving, creativity, and social skills (Sprague, Berrigan, & Ekenga, 2020). Nature-based education also fosters positive attitudes toward the environment and environmental stewardship. Studies suggest that repeated experiences in nature have a greater impact than singular experiences—or none at all (Becker et al., 2017; Mann et al., 2022).
Recognizing these benefits, Bernheim and the Sierra Club worked together to identify local schools that could benefit from increased access to nature-based learning. After a selection process that considered factors such as demographics and academic needs, Hazelwood Elementary School was selected as the first partner for a new program: Restoring Nature’s Classroom.
Restoring Nature’s Classroom is a year-long program that blends classroom learning with seasonal visits to the forest. Fourth-grade students participate in five in-class lessons and three field trips to Bernheim throughout the school year, each aligned with Kentucky science standards. Classroom lessons build into immersive field experiences where students can engage directly with the concepts they’ve been learning. From singing songs about food chains to creating creatures with unique adaptations, the classroom comes alive with curiosity, learning, and joy.
That enthusiasm has translated into higher test scores and a deeper appreciation for nature and the environment—measured through pre- and post-program assessments each year.
“It’s a beautiful program to be a part of,” shared August Ocasio-Simon, a Nature-Based Educator at Bernheim. “Few things can surpass seeing a child who was reluctant to go on a hike at the beginning of the year crashing through the underbrush to check a creek’s oxygen levels by the end.”
One of the strongest indicators of the program’s success is the cultural shift it has created at Hazelwood. Students now know that fourth grade is their “Bernheim year,” and younger students look forward to seeing Bernheim educators in the hallways, knowing their turn is coming. Fifth graders, meanwhile, are always eager to share their favorite memories when they see Bernheim staff.
“There is power in a program like Restoring Nature’s Classroom,” said Hazelwood teacher Jennifer Chrestman, who has been involved since the beginning. “The deep connections made go far beyond a single trip, hike, or creek experience. It’s about seeing our students fully engaged in authentic science learning.”
Four years ago, following the success of the fourth-grade program, Restoring Nature’s Classroom expanded to include sixth-grade students at Olmsted Academy South. This expansion introduced new lessons focused on sustainability and climate science. Some of these students had previously participated in the program as fourth graders at Hazelwood, further deepening their connection to Bernheim.
Sixth-grade teacher Carolyn Cooper reflected on the impact: “Over the past few years, I’ve seen students fall in love with real-world science at Bernheim. From discovering fossils in creek beds to learning about sustainability through hands-on projects at the visitor center, our students are always excited for their time there. Getting outside the classroom and seeing how science can make an impact on the world is priceless.”
Bernheim is deeply grateful to the Sierra Club for its financial support, and to the teachers, administrators, and students at Hazelwood and Olmsted Academy South for their enthusiasm and collaboration. Bernheim Forest cannot accomplish its vision alone, and Restoring Nature’s Classroom is no exception.
In the life of a forest, nine years is a short time. For Restoring Nature’s Classroom, however, those nine years have built something strong, meaningful, and lasting—reaching more than 1,300 students.
As the program enters its next decade and Bernheim Forest approaches its centennial, Bernheim remains deeply committed to connecting people with nature and inspiring future environmental stewards.
References
- Sprague, N., Berrigan, D., & Ekenga, C. C. (2020). An analysis of the educational and health-related benefits of nature-based environmental education in low-income Black and Hispanic children. Health Equity, 4(1), 198-210.
- Becker, C., Lauterbach, G., Spengler, S., Dettweiler, U., & Mess, F. (2017). Effects of regular classes in outdoor education settings: A systematic review on students’ learning, social and health dimensions. International journal of environmental research and public health, 14(5), 485.
- Mann, J., Gray, T., Truong, S., Brymer, E., Passy, R., Ho, S., … & Cowper, R. (2022). Getting out of the classroom and into nature: a systematic review of nature-specific outdoor learning on school children’s learning and development. Frontiers in Public Health, 10, 877058.
