Toileting Support Resources for Schools

Frequent inquiries from the field about how to support children who need toileting support has prompted the creation of this resource document for schools. Ultimately, a public school district cannot refuse to enroll or serve a child who has toileting needs, nor should there be any punishment associated with soiling, wetting, or not using the toilet. Each School Administrative Unit (SAU) is encouraged to adopt sanitation and hygiene procedures for assisting with toileting and/or diapering that adequately protect the health and safety of all children and staff. The determination of which school personnel within a school setting can be asked to assist with toilet training/toileting support is a local employment and collective bargaining matter.

Transitioning into public school can be a time of trepidation and anxiety for many children and their families. Providing support, understanding, toileting routine, and consistent communication with the family will aid in a child becoming more independent.

Foundational Support

Consider using direct instruction on healthy toileting expectations for school in early elementary grades. Teach the behaviors that are expected; practice and reinforce the behaviors with all students. Establish a classroom routine and practice the routine with all students. Resources for providing direct instruction are included at this end of this document.

Keep in mind that there are cultural differences in how children are toilet trained. Building knowledge and understanding of these cultural differences is important as the expectations of school personnel may not be the same as a child’s family.

Provide visual directions in all bathrooms and stalls.

Targeted Support

Some students may need more targeted intervention in addition to the foundational support provided to all students.

If possible, work with the family to create a home and school plan that acknowledges the goals and desires of both parties regarding the child’s individual development towards independent toileting. A home-school liaison, teacher, school nurse, or representative(s) from an outside agency that is supporting the child may work directly with the parent to develop a plan for toilet training at home and school. If the child attends another out-of-home care setting, in addition to public school, be sure to include all teachers and family providers in the conversation. Build communication between parties as well as regular review to revise a plan that may not be effective.

Depending on the needs of the student, consider the following in building independence:

Adaptive equipment (PT or OT)
Visuals or social stories to teach steps in the routine
Reinforcers (star/sticker chart, screen time, adult 1:1 attention, peer activities, etc.) can help students with the motivation to persist in learning bathroom skills

Communicate with the family to establish whether there are any medical needs or physical limitations involved. If there are medical needs, work with the family using an individual health plan of care to support the child and possibly a 504 plan if indicated.

The parent/legal guardian will need to supply clean clothes, underwear, pull-ups, and diapers (as appropriate).

Sanitation and Safety

Child size toilets or modified toilet seats with step stools are recommended. Potty chairs are not recommended for use in schools.

Children in soiled or wet clothing and/or diapers that require full assistance due to medical condition or disability shall be changed on a washable vinyl table or mat that is cleaned and sanitized after each use or has a disposable single-use cover.

All staff members must wash hands with soap and running water after assisting with toileting and/or diapering.

Any materials used for cleaning/changing (including any diapers and diapering materials) must be discarded in a covered, lined, foot-pedal-operated step can separate from other trash or must be tied up in a separate bag and removed to a covered garbage location.

Toileting and diapering areas shall be separated from areas used for cooking, eating or children’s activities.

Guiding Principles

Bathroom independence is a fundamental skill for independent living and dignity. We want each student to be as independent as possible in the bathroom.

Assume that students are capable of learning new skills and routines.
Adults should model boundaries by telling students when and why they are touching the student’s private areas.
Assume the student is listening to everything you say.
Students who are not yet independent in the bathroom may be vulnerable.

For the protection of both students and staff, it is highly recommended that two adults be present in the bathroom assisting the student with clothing removal, changing, or wiping.

Consider using a bathroom that is in sight and/or audio vicinity of other adults

In many early childhood classrooms, the bathroom might have a cloth curtain as a door, or a half-door as opposed to a full closing door.

Other students should never be involved in the changing routine.

Staff should protect themselves by using appropriate Personal Protective Equipment.

Toileting in Schools Resources

Autism Adventures: Toilet Training in the Classroom
J of Autism and Developmental Disorders Classroom Based Intensive Toilet Training for Children with Autism Spectrum Disorder
4.21 NY Guidance for Supporting Toilet Learning for Prekindergarten & Kindergarten Students
Bathroom Routine Visual – Indiana University Resource Center for Autism (docx)
Going to the Bathroom Visual – Indiana University Resource Center for Autism (docx)
Going to the Bathroom Step by Step – Indiana University Resource Center for Autism (docx)
Soiling (Encopresis) from Kids Health
U Can Poop Too

Virtual Lab School Trainings

The Watson Institute, Toilet Training: Developing a Toileting Routine

Sample Procedure

Consider the environment and what is the least restrictive setting. A student bathroom is more typical/less restrictive than staff bathroom.

If physical transfer of student is necessary, ensure that staff doing transfer have been trained by the Physical Therapist on appropriate transferring procedure.

Have clean clothes available and a bag for wet/soiled clothes.

Waste disposal:

Disposal should be in a covered can and appropriate bagging that minimizes odor.

Work with your building custodial engineer to ensure that appropriate trashcan and bags are accessible and being removed from the building on a daily basis.

Personal Care Routine to be developed by a team, which may include OT or PT

Training on Personal Care Routine provided and documented

Basic procedure for full change (Remember, the goal is for the student to take over performing tasks as they are able):

Inspect the designated changing area and make sure that all of the necessary equipment and supplies are available in the area (i.e., gloves, wipes, etc.)
Bring student to changing area
Prepare table/surface where student will be changed by wiping with a sanitized cloth and/or by placing protective paper on the table surface
Wear appropriate Personal Protective Equipment — gloves (sleeves and apron if necessary)
Talk to student about what you are doing and why (i.e., “I’m going to use the wipes to clean your buttocks now.”)
Transfer student to changing table (per PT training) or standing position if able
Remove soiled diaper and place in a covered waste receptacle
Clean student using wipes
Dispose of soiled gloves and put on clean pair of gloves
Place clean diaper on student
Transfer student from changing area
Remove paper and clean surface with wipe
Wash hands with soap and running water

Procedure developed from NYC United Federation of Teachers Safety and Health Department http://www.uft.org/files/attachments/uft-diapering-toileting-procedure.pdf

References

Maine Department of Education, Public Preschool Toileting Policy. Available from: https://www.maine.gov/doe/learning/earlychildhood/publicpreschool/health

National Resource Center for Health and Safety in Child Care and Early Education,
Caring for Our Children, Chapter 3.2 Hygiene. Available from: https://nrckids.org/CFOC/Database/3

New York City, United Federation of Teachers Safety and Health Department, Para Protocols, Diapering and Toileting. Available from: http://www.uft.org/files/attachments/uft-diapering-toileting-procedure.pdf

Virtual Lab School, Staying Healthy: Diapering and Toileting. Available from: https://www.virtuallabschool.org/infant-toddler/healthy-environments/lesson-3

Virtual Lab School, Changing Soiled Clothing. Available from: https://www.virtuallabschool.org/infant-toddler/healthy-environments/lesson-3/act/14126

Media Release: Casco Bay High School Teacher Matthew Bernstein Named 2023 Maine Teacher of the Year

In a surprise ceremony held at Casco Bay High School in Portland, the Maine Department of Education and Educate Maine named ninth grade Humanities and Social Studies teacher Matthew Bernstein as Maine’s 2023 Teacher of the Year while students and colleagues at the school congratulated and honored his tremendous impact on his students and dedication to teaching.

“We are thrilled to announce Matthew Bernstein as Maine’s 2023 Teacher of the Year. Today we celebrate Mr. Bernstein’s love of teaching, his dedication to his students, and his leadership role in education,” said Maine Education Commissioner Pender Makin. “Mr. Bernstein’s students and colleagues at Casco Bay High School have described him as energizing, empowering, inclusive, a mentor, supportive, patient, and loving. Congratulations!”

Bernstein’s Teacher of the Year journey began in May, when he was named the 2022 Cumberland County Teacher of the Year. Along with 15 other County Teachers of the Year, Bernstein was selected from a pool of hundreds of teachers who were nominated earlier this year. In August, he was named one of four state finalists before being selected as the 2023 Teacher of the Year.

Bernstein’s pedagogy is centered around student voices and student activism. He believes that the purpose of education is to help students find their way of contributing to a more equitable world. He is passionate about creating opportunities for students to experience joy and belonging at school on a daily basis and, to that end, he believes in cultivating meaningful relationships with students, often through his work as a 9th grade crew advisor, that are grounded in deep listening and holistic support. Bernstein has served as a team leader, crew team leader, and is currently a professional learning community coach where he facilitates ongoing professional learning with his colleagues.

He is a member of the Portland Public Schools Social Studies Vertical Content Team, collaborating with teachers across the district and local experts to develop Wabanaki Studies curriculum. It is through these efforts to embrace opportunities that deepen his knowledge and practice that he was recently named a 2022 National Endowment for the Humanities Summer Scholar, participating in a seminar entitled, “Teaching the Holocaust through Visual Culture.”

While not teaching, Bernstein is playing or coaching soccer and basketball, reading a book, or trying to determine where to find Portland’s best slice of pizza. He has a Bachelor of Arts in History with a European History concentration from Bowdoin College where he was also a Bowdoin Teacher Scholar. He is the 2022 Cumberland County Teacher of the Year.

“I’m extremely grateful that Mr. Bernstein is getting the recognition that he deserves after years of being a role model for me and so many others. With all of his hard work, kindness and compassion I’m in a true awe of the human that Mr. Bernstein is, all I can hope for is to be the kind of educator that he is,” said former student Yusur Jasim who nominated Bernstein.

The Teacher of the Year Program is a year-long process that involves educator portfolio and resume submissions, interviews, oral presentations, and classroom visits made by a selection panel comprised of State Board of Education members, school administrators, Maine Department of Education staff, legacy Teachers of the Year, and other Maine business partners.

“Educate Maine is proud to administer the Maine Teacher of the Year program. Matt Bernstein is an intentional and dedicated practitioner who will serve as an ambassador for educators and students across our state. We look forward to working with him as we continue our efforts to recognize excellence within our educational workforce and elevate the teaching profession in Maine,” said Educate Maine Executive Director Jason Judd.

As the 2023 Maine Teacher of the Year, Bernstein will spend his year of service advocating for students and teachers and speaking to the importance of education in preparing Maine students for the future.  He will also represent Maine in the National Teacher of the Year program.

“Matt Bernstein puts celebrating and recognizing the needs of individual students at the forefront of his teaching. Whether it is through the subtle check-ins he has with each student before, during, and after lessons or the immense time that goes into planning thoughtful lessons related to what his students need, Matt establishes a classroom community — his crew — by always putting student choice and voice first. Students want to be in Mr. Bernstein’s room because they know that that is a space where they can be seen, heard, and truly listened to and I know Matt will take that same practice forward as he represents Maine as 2023 Maine Teacher of the Year,” said Kelsey Stoyanova, Maine’s 2022 Teacher of the Year.

“He is a passionate, knowledgeable, enthusiastic and energetic teacher who represents everything that is good about Maine educators,” said Tory Kornfield, Teacher of the Year Selection Member and Maine State Board of Education Representative.

The Maine Teacher of the Year program is administered by Educate Maine, a business-led advocacy organization, in partnership with the Maine Department of Education, the Maine State Board of Education, and the Maine County and State Teachers and County of the Year Association (MCSTOYA). Funding for the program is generously provided by Maine businesses.  The program’s lead sponsor is Bangor Savings Bank.  Other program sponsors include Dead River, Geiger, Hannaford, the Maine State Lottery, Unum and the Silvernail Family.

For more information about the Maine Teacher of the Year program, visit www.mainetoy.org.

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Media Release: Maine Department of Education Awards $1.6 Million in RREV Funding to Support Education Innovation

The Maine Department of Education (DOE) today awarded $1.6 million in Rethinking Responsive Education Ventures (RREV) funding to support education innovation in twelve school administrative units (SAUs) across Maine. These federal funds will be used to invest in strategies to engage students through outdoor learning, alternative education, online learning pathways, and more.

Awardees for this fourth round of RREV funding include RSU 35 Marshwood Great Works School, RSU 34 Old Town Middle/High School, RSU 73 Spruce Mountain Elementary School, Gorham High School, MSAD 61 Lake Region Middle School, MSAD 11 Gardiner High School, Limestone Community School, Maine Academy of Natural Sciences, Wayfinder Schools, RSU 13 Oceanside High School, MSAD 49 Lawrence High School, and MSAD 59 Madison Elementary School. The first round of RREV investments were made last fall, a second round in March, a third round in June, and total RREV investments now near $8 million with 39 awardees.

“RREV investments help fuel the innovation and creativity of Maine educators so that all Maine students are engaged, prepared, and can thrive,” said Education Commissioner Pender Makin. “We’re excited to invest in these educator-led efforts to deepen student engagement through outdoor education initiatives that provide students with hands-on, project-based learning opportunities as well as initiatives that create multiple education pathways that fit the needs of all of Maine’s students.”

Schools will use this funding in a variety of innovative ways, including:

Spruce Mountain Elementary will create a greenhouse classroom for all students to use.
Gorham High School will create outdoor learning spaces, fund field trips for students, and offer students and teachers learning experiences to extend their capacity toward outdoor learning.
Lake Region Middle School will build both a large greenhouse and an outdoor learning pavilion to increase their capacity for outdoor education and ensure that these spaces are ADA accessible.
Gardiner Area High School will ensure that every freshman spends 75 percent of their Earth Science class outdoors to provide a real-world context for their learning.
Oceanside High School will bring together cohorts of eight to ten high school students, with a specific focus on students who are at risk of dropping out, to meet weekly to work on both social emotional learning and supplementing their academic requirements and standards with hands-on outdoor training and projects.
Lawrence High School is developing an intensive alternative education program for some of their most struggling students called the Lawrence Education Alternative Program (L.E.A.P).
Madison Elementary School will make their current trail ADA accessible and install a dock system onto their wetlands to be used as an outdoor classroom space.
Old Town Middle/High School will create a remote/hybrid program called Coyote Online Opportunity (Co-Op) as a pathway for students to receive a quality education in a setting that best works for them.
Limestone Community School will pilot an outdoor education program that is accessible to all middle level students as part of their regular school day.
Wayfinder Schools is focused on their Passages Responsive Education Project (PREP) pilot to meet the needs Maine youth who have struggled in traditional school settings and are off-track to graduate.
The Maine Academy of Natural Sciences will construct a Makerspace Barn to engage students in experiential outdoor projects while providing the resources and space to offer a blacksmithing course on campus to all interested students.
Marshwood Great Works School’s Great Works Ventures Outdoors will expand outdoor learning opportunities as a way to provide essential growth opportunities for every student.

The Maine DOE was awarded $16.9 million from the U.S. Department of Education’s Rethink K-12 Education Models Funding. As one of 11 States to receive funding, Maine created RREV to support the work of visionary educators to develop innovative pilot programs around remote and outside of the classroom learning, including professional development and pilot design classes. Courses in innovative design process are available through several of Maine’s public and private universities at no cost to Maine educators who wish to participate. In addition to the innovative pilot development classes, the Department is also offering asynchronous, innovative principles webinars which are available to all educators in self-paced, independent modules.

For more information on how to get involved in RREV and to learn more about the pilots, visit https://www.maine.gov/doe/rrev.

Interviews are available with RREV grant recipients upon request as well as the recording of the announcement featuring RREV grant recipients discussing their projects.

PRIORITY NOTICE: Filing of New Proposed Chapter 117: Rules Regarding the Duties of School Counselors and School Social Workers

Through analysis of feedback from state professional organizations and education professionals and under the authority of state statute 20-A MRSA §4008-A, the Maine Department of Education is proposing a new Chapter 117 Rule. The proposed rule will positively impact professional school staff by defining the scope and duties of these dynamic positions and creating a foundation for continued guidance. This new rule highlights how the important, and complimentary roles of school counselors and school social workers, fit into an overall school structure of support for students.

As required by law, a period of public comment opens today, October 5, 2022 through November 14, 2022. Written comments may be submitted to DOE Legislative Team member Laura Cyr, State House Station #23, Augusta, Maine 04333; 207-446-8791 or laura.cyr@maine.gov until 5:00 pm November 14, 2022.

In addition, a public hearing for the proposed new rule will be held in person and virtually on October 24, 2022, 9:00-11:00 am at Burton Cross Office Building, 111 Sewall Street, Augusta, Maine 04333, Room 500. As space will be limited, participants are encouraged to attend virtually through Zoom, using this link:

Topic: Chapter 117 Public Hearing

Time: Oct 24, 2022 09:00 AM Eastern Time (US and Canada)

Join Zoom Meeting

https://mainestate.zoom.us/j/85755438271

Meeting ID: 857 5543 8271

One tap mobile

+16469313860,,85755438271# US

+13017158592,,85755438271# US (Washington DC)

Meeting ID: 857 5543 8271

Find your local number: https://mainestate.zoom.us/u/kfMAsmdll

Timeline for Rulemaking for Chapter 117 – New, Major Substantive

File: September 27, 2022

Post: October 5, 2022

Comment Period End: November 14, 2022

The proposed new rule Chapter 117 can be found here: https://www.maine.gov/doe/about/laws/rulechanges

You may also submit comments to the following location: https://forms.office.com/g/4Me8XEPkgf

CONTACT PERSON FOR THIS FILING (include name, mailing address, telephone, fax, TTY, email):

Laura Cyr, laura.cyr@maine.gov, 446-8791

Important Notice: Fall Data Collection has OPENED

October 1st Student Enrollment: Report opened on October 1, 2022 for review and will be open for certification by districts starting on October 15, 2022 with a due-date of October 30, 2022.

Data from these reports is used in many areas of State and Federal reporting and is also the basis for the Essential Programs and Services (EPS) funding formula. Due to the time-sensitive nature of EPS funding, it is essential this data be submitted, reviewed, and certified in a timely manner.

Superintendent and Special Education Director certification are both required for this report.

Other Upcoming Fall Reports

Quarterly Reporting (Attendance, Behavior, Bullying, and Truancy) are due October 15, 2022
Dropout Reporting opened on October 2, 2022 and will be open until October 30, 2022
Staff Certification is open until November 15, 2022

Resources

All due dates for reports are listed on the MDOE reporting calendar:

https://neo.maine.gov/DOE/neo/DCAR/Calendar

For issues or questions regarding reports, please contact MEDMS.Helpdesk@maine.gov or call 624-6896

For NEO and Synergy training, please contact Alexandra.Cookson@maine.gov or call 207-446-3897

Sparking Creativity: International Dot Day and Augmented Reality

When Terri Dawson, Technology Integrator at Gorham Middle School, heard Peter H. Reynolds read from his children’s book, The Dot, at an International Society for Technology in Education conference, she knew she had to bring the book back to her school. Reynolds’ book tells the story of a young student, Vashti, who feels like she can’t draw. Her teacher encourages her to simply “make a mark and see where it goes,” and by doing so, sparks Vashti’s creativity, inspiring the little girl and her classmates to have creative confidence.

So, when Dawson discovered a collaboration between QuiverVision, an augmented reality (AR) coloring app for iPads, and International Dot Day, she knew she had found an innovative way to connect sixth, seventh, and eighth-grade students to this beloved children’s book via technology. The students began by listening to Peter H. Reynolds read from his book on YouTube. That’s when they began their own creative process.

Dawson provided students with a paper template from QuiverVision that included space for the students to design their own dots and a QR code, that, when scanned by their iPads, displayed their dots in augmented reality. This allowed them to experience their drawings in a totally different way. Dawson noted that “when the students saw their dots come to life, their engagement and motivation to do another dot was amazing…it gave them another level of learning. They started to think about what else they could create.”

Dawson’s students were so engaged and inspired, they asked for the opportunity to take their iPads home and continue with their own designs using AR.

“Augmented reality and virtual reality seem to be a natural progression in education,” said Dawson, “there are so many different things that allow students to view their world differently. That’s what I want to expose them to. I want them to have these skills so that when they go out into the workforce they say, ‘I remember using AR! Did you know you could do this with a QR code?’”

CISA Active Shooter Preparedness Webinar

The Cybersecurity and Infrastructure Security Agency within the U.S. Department of Homeland Security is hosting a 2-hour Security Webinar to enhance awareness of, and response to, an active shooter incident.

Objectives

Discuss the elements of active shooter incident response planning with guidance from expert instructors.
Describe common behaviors, conditions, and situations associated with active shooter events.
Discuss how to recognize potential workplace violence indicators.
Provide information about best practices, communications protocols, and resources that will assist stakeholders to develop or enhance their emergency planning, preparedness, and response to active shooter incidents.

Building Emergency Planning Capabilities

The event will also describe how to incorporate key elements of successful incident management into planning efforts including:

Communication and Incident Planning for employees
Emergency Action Plan Development
Recognizing Behavioral Indicators
Coordinating with First Responders

Who should Participate?

Corporate and facility security professionals from the private and public sectors
Supervisory first responders
Human Resource managers
Community Response and Liaison officers
Health organizations
Faith-based leaders
School administrators and security officers
Homeland security representatives

Registration is free and participation is based on a first come, first served basis with a limit of 1,000 participants. Registration will close as soon as the event reaches capacity or no later than October 18, 2022 at noon (12:00 p.m.) EDT.

Register here. (Eventbrite will email you a link to access the AS Webinar the evening prior to the event.)

For more information email CISA-Active Shooter Preparedness at ASworkshop@CISA.DHS.GOV or visit cisa.gov/active-shooter-preparedness.

Webinar Announcement: Bullying Prevention Awareness Month: Resources for K-12 Schools (Oct. 13)

Please join the Federal School Safety Clearinghouse on October 13 at 2:00 PM EDT for an informational webinar on bullying awareness and prevention resources along with guidance to help create safer school environments. This session will provide information and resources designed for the kindergarten through grade 12 (K-12) school community.

The session will feature guest speakers from the Centers for Disease Control and Prevention’s Division of Violence Prevention and Health and Human Services’ Substance Abuse and Mental Health Services Administration. The event will provide an overview of what bullying is and how to identify it, key strategies and actions schools and school personnel can implement to prevent and address it, and the tools and resources available from the government to support schools in these efforts, including StopBullying.gov.

The discussion will also feature additional school safety-related resources on topics like school climate and mental health access and support and a Q&A session for participants.

When: October 13, 2022, 2:00 PM to 3:00 PM EDT
Where: Webex (access link to be provided one day in advance of the event)
For: K-12 School Superintendents and Principals; Counselors and Mental Health Practitioners; School and District Administrators; Teachers and School Staff; School Resource Officers; Parents and Guardians; Students
Registration: https://2022schoolsafetybullyingpreventionwebinar.eventbrite.com

We hope you can join us for this special event during National Bullying Prevention Awareness Month. If you have any questions, please contact the School Safety team at SchoolSafety@hq.dhs.gov.

October is Cybersecurity Awareness Month!

Cyber Awareness Month is a global effort to help everyone stay safe and protected when using technology whenever and however they connect.

The theme for the month is, “It’s easy to stay safe online.”

The Maine DOE has teamed with MaineIT, the Cybersecurity and Infrastructure Security Agency (CISA), and the National Cybersecurity Alliance (NCSA).

We are proud to support this online safety and education initiative this October.

This month is all about taking action! We are promoting key behaviors to encourage everyone in education to take control of their online lives.

There are all kinds of ways to stay safe and secure online and even just practicing and understanding these cybersecurity basics can make a huge difference.

Each week, we will be sending out some important information to help keep your data and teams safe:

1. Week 1: Anatomy of a Data Breach

2. Week 2: Multi-Factor Authentication and Password Managers

3. Week 3: Updating Your Software

4. Week 4: Recognizing and Reporting Phishing

The DOE will release information regarding the above items throughout the month. Please consider taking an active part in your local school system.

· NCSA’s Cybersecurity Awareness Month Website: https://staysafeonline.org/cybersecurity-awareness-month/

· CISA’s Cybersecurity Awareness Month Website: https://www.cisa.gov/cybersecurity-awareness-month

Maine Education Commissioner Pender Makin Visits Schoodic Institute’s Maine Outdoor Learning Initiative Program

Maine Education Commissioner Pender Makin headed to the Schoodic Peninsula last week to take part in a Maine Outdoor Learning Initiative program run by the Schoodic Institute. More than 50 sixth through eighth graders from Hancock Grammar School, and their teachers, took part in a two-night, three-day outdoor coastal learning experience.

Students engaged in real-life, hands-on learning through exploring tide pools, photojournalism projects, marine chemistry, mapping, night hikes, art projects, forestry, and other activities that combine different subject areas to learn about science and coastal ecology. The programs were selected by teachers to connect to what students are learning back in their classrooms and are aligned with the Maine Learning Results.

“These students are collaborating, they are outdoors, and they are experiencing deep and meaningful learning through applied, project-based experiences that combine content areas,” said Maine Education Commissioner Pender Makin. “And there is a team of dedicated staff here at Schoodic working with these students in partnership with their classroom teachers. These kinds of experiences are extraordinarily important and meaningful, and students will always remember their time here.”

Makin got to tour the outdoor and classroom learning facilities, bunkhouse, and take part in the morning wrap up activities with students where they mapped all of their locations during their time in the program and created graphics highlighting problems and solutions to climate change issues.

Schoodic’s Maine Outdoor Learning Initiative program engaged 2,000 Maine students in summer day programs and hundreds of Maine students in their multi-day immersive outdoor Schoodic Education Adventure (SEA) program. Schoodic Institute’s outdoor, hands-on coastal education programs encourage students to learn, discover, understand, and solve problems by experimenting and evaluating possible solutions. Curriculum-based outdoor education on the rugged coast of Maine offers an unparalleled experience for students and an exciting way to build science literacy and enthusiasm. For many students, this is their first experience spending the night away from home or their first time getting a coastal experience.

The Initiative also funding several teaching assistant positions, providing living-wage internship opportunities for young people that will provide a springboard for full careers in outdoor education in Maine.

“Schoodic Institute is thrilled to work with the Maine Outdoor Learning Initiative to create hands-on coastal education opportunities here in Downeast Maine for under-resourced schools and low-income families. Furthermore, the early-career internship positions created through this initiative will be springboards for bright careers in outdoor education in Maine,” said Schoodic Institute President and CEO Nicholas Fisichelli.

Schoodic Institute was one of several organizations that received funding through Governor Mills’ Maine Outdoor Learning Initiative. The Initiative, developed by the Maine Department of Education using Federal funding, gives middle and high school students the opportunity to participate in marine and coastal ecology learning programs, including marine research and exploration, boat building, sailing, career exploration with marine businesses, island immersion programs, and more. There was also a specific focus on engaging students who do not typically have access to such experiences due to distance, cost, or other barriers.

Spending time outdoors has been shown to help reduce stress and anxiety and to equip students with skills and knowledge that can help them succeed inside the classroom. Being able to interact with nature while building connections with peers is also beneficial students’ recovery following the disruptions and difficulties caused by the pandemic.

Read more about Maine Outdoor Learning Initiative experiences here.