Slow education, Sit Spot, and holistic well-being: A narrative case study in secondary science education

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.