This research explores the physical, emotional, social, and cognitive risks and benefits related to nature-based teaching and highlights the importance of promoting a sustainable workforce within early childhood programs. Assessing and management of risks can help programs reimagine their approach to teaching, learning, recruitment, family connectivity and staff motivation. The importance of staff sustainability and motivation/engagement related to social justice and the environment will be discussed. This explored ways to manage fears and limitations faced by early childhood programs regarding nature experiences and risky play in a variety of locations using a lens of place-based learning. It also examined the alignment of sustainability and social-emotional development, mental health supports, social awareness, and risk assessment. Motivational theory and compassion resiliency are hallmarks of both recruiting and retaining high quality early childhood educators, this research will discuss how to balance programmatic constraints and healthy motivation for students and teachers while empowering individuals to advocate for their mental health and well-being. 

Molly Gerrish a full, tenured professor at the University of Wisconsin-River Falls. Gerrish is the Academic Program Director of all early childhood programs and director of Undergraduate Research, Scholarly, and Creative Activity. Gerrish holds a Ph.D. in early childhood education and has presented and taught across the globe including Scotland, England, Ireland, New Zealand, China, Australia, Costa Rica, Panama, and Canada. Research interests include mental health, nature-based teaching practices, and trauma informed care. Dr. Gerrish is passionate about being a teacher-educator and strives to prepare students to become engaged global citizens.