Document Type
Article
Publication Date
2-2026
Publication Title
Interdisciplinary Journal of Environmental and Science Education
Publisher
Modestum
DOI
https://doi.org/10.29333/ijese/17848
Abstract
The demands of a test-dominant education system point towards the need for students to have opportunities for unhurried learning engagements, a movement known as slow education. The purpose of this study was to examine the long-term influence of Sit Spot–a recurrent, structured time to reflect outdoors–on students’ holistic well-being. Using a narrative case study approach, we interviewed a secondary field ecology teacher and seven of his former students to understand the impact of high school Sit Spot experiences during a semester-long science class. Three primary outcomes emerged: (1) enduring impact on the whole person, (2) engagement with affect, and (3) a connection and care for nature. There were also a variety of mediating factors that contributed towards the influence of Sit Spot on students’ holistic well-being. The findings point towards the importance of intentionally slowing down and making space for mindfulness outdoors in a school science setting.
Recommended Citation
Dean, S. N., Lane, J., Bocko, P., Gilbert, A., & Jones, D. A. (2026). Slow education, Sit Spot, and holistic well-being: A narrative case study in secondary science education. Interdisciplinary Journal of Environmental and Science Education, 22(2), e2610. https://doi.org/10.29333/ijese/17848
Included in
Outdoor Education Commons, Science and Mathematics Education Commons, Secondary Education Commons
Comments
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited