Risk got me into graduate school. Wait, let’s back that up a bit. The idea of how risk influences behavior and learning inspired me to apply to my M.Ed. program. The role of risk in learning and school has fascinated me for 20 years. I went to graduate school in large part to look at how risk manifests itself in school and how students interpret risk in class. As a teacher, how risk impacts school and learning is an underlying focus of my educational practice. The problem is that we live in a risk-averse time for parents and students. Risk can be a part of almost every action, interaction, or activity that does not have a fixed or guaranteed outcome. Asking a question or raising your hand to answer a question is a risk as much as rock climbing is Going camping and talking to someone new in class are both risks. Of course, this impacts how and what a student is willing or able to learn as well as how they learn. Risk creates opportunities to learn. An aversion to risk-taking hinders learning. A student who rarely takes risks rarely learns as much as a student who takes appropriate risks in school. The question then becomes -- in our risk-averse culture, how do we support students to better negotiate and engage with appropriate risks?
Much of what I do as an educator involves risk. Inside the classroom we work to build a context in which students can take risks … asking a question, giving an answer, challenging the social status quo, etc. Outside the classroom we use outdoor education to create opportunities for students (and teachers) to come face-to-face with appropriate risks. The notion of appropriate risk centers on developmentally appropriate challenges and group and individual readiness, as well as natural and logical challenges. We manage risk in the field the best we can, while also occasionally nudging the group into situations in which they (as a group or individuals) have to address a challenge. This leads to two related objectives. The first is to help the group support one another. A supportive community benefits each person in that community. However, in a risk-averse world, many students refuse or are at least extremely reluctant to even participate if they are uncomfortable or uncertain of success. Part of this work then becomes helping students and teachers reshape the status quo in their community. This leads to the second objective -- bridging the indoor and outdoor learning experiences. Unfortunately, many teachers see their outdoor education experience as disconnected and separate from the “real work” of education. Students, however, start to recognize that these two spheres of learning are connected and powerful. Often times the student who struggles in the classroom shines outdoors (while the star academic student sometimes struggles outdoors). This sets up potential partnerships and support systems between students. This also sets up natural opportunities to address power hierarchies in the classroom which some students may not want to address. When students recognize that they can help each other out during challenging experiences, this represents an opportunity to support one another and build a supportive network in which they are more willing to take risks. These shared experiences and the support systems that emerge help to moderate risk within a community. If you’re not alone … if you know someone has your back … then you will be more willing to challenge yourself.
The recent parenting trend that seeks to minimize or eliminate risk or the potential for negative emotions has created barriers to learning, and may have had a negative impact on psychosocial development of youth. Within this seemingly dominant parenting style the grown-ups have the best intentions, however the unintended consequence of these actions is a generation of students who struggle with discomfort and are reluctant to engage with actions that do not ensure success. Students uncomfortable with risk struggle to learn beyond a narrow and/or shallow prescribed path. Anything outside that path stymies their efforts and many times paralyzes students with anxiety or fear. As a teacher,sometimes it’s tempting to blame the parents for shaping a risk-averse child. Parents have on occasion done some weird things. One parent ‘forced’ their student to sneak a cell phone on a trip in order to send a text every 30 to 45 minutes, letting the parent know that they were ok. Another once offered to drive to our campground because it rained and they were worried their student might get uncomfortable. And recently I have experienced more than a few middle and high schoolers who have never been away from home in any capacity. It seems more and more students are reluctant (unwilling) to participate in outdoor experiences if they will be challenged or uncomfortable. Do I blame the parents? As much as I want to sometimes, that is a waste of time and energy. Can I blame the schools? They get blamed for a lot so perhaps … what about the outdoor ed industry? Have my colleagues softened their programs into catered and curated experiences in which no one is uncomfortable within an illusion of risk and challenges? Honestly, I don’t know about you but I don’t have the energy for blame.
Down the road as adults the individuals we teach will be put in situations where they must collaborate and communicate with teams of people. Risk will thread itself throughout these interactions. They will be put into work or life situations where they will be challenged. I certainly don’t want any of my former students to be paralyzed with fear or shrink away from these situations. As educators it’s our duty to add appropriate risk and risk- taking to our classroom experiences to better prepare students for the future. The question then becomes - what can this look for your class or school?