Friendships Under the Trees: How Summer Camp Supports Shy or Anxious Kids

You know that feeling when you want your child to have friends and fun in the summer…

But you also secretly worry they’ll spend the first three days hiding behind the counselor or asking when they can go home.

A lot of Oak families are here for exactly that reason. Their kids are bright, kind, and just a little (or very) shy, sensitive, or anxious in big groups.

Good news: the right kind of summer camp doesn’t ignore that temperament—it’s actually one of the best places to gently stretch it.

1. Why camp can feel easier than school for shy or anxious kids

School can feel like a lot: big classes, fast transitions, loud hallways, and a social world that moves at lightning speed.

A small, nature-based camp like Oak’s changes the rules of the game:

• Fewer kids, more space. An 8:1 ratio means your child isn’t trying to track 25 names and faces at once.
• More movement, less pressure. Activities are hands-on and playful, not “perform on the spot.”
• Nature built in. Being outdoors—under trees, by the lake, or in the park—gives many kids’ nervous systems a break from constant noise and screens.

Recent research on nature camps for children with psychological needs found that even a one-week immersive nature camp could boost well-being and social connectedness, especially for kids who struggle in typical settings. [1]

So if school feels like a marathon for your child, camp can be more like a slow hike with snacks and friends.

2. Tiny brave steps, not giant leaps

Shy or anxious kids don’t usually thrive on “Go make three new friends right now.”

They do better with things like:

• “Can you help me carry this rope for our game?”
• “Do you want to be on my team to build this fort?”
• “Who wants to be the leader of the walk?”

Camp is full of these small, low-pressure social moments.

A 2024 study of a youth camp found that, in less than two weeks, campers showed increases in empathy, emotional self-control, optimism, and self-esteem and felt more ready to contribute to their group. [2] What made the difference? Not just the activities, but the supportive group leaders who created a safe social climate.

At Oak, that looks like:

• Counselors who learn names quickly and keep an eye out for the quiet kid on the edge.
• Games where there are many ways to join in (helper, timekeeper, holder-of-the-clipboard) instead of one spotlight position.
• Team challenges where success depends on everyone, not just the loudest voice.

For a shy child, those tiny “I did it” moments add up.

3. Nature as a gentle social buffer

For anxious kids, “Let’s talk” across a table can feel intense.

“Let’s look for cool bugs by the tree” feels… a lot easier.

Being outside naturally gives children:

• Side-by-side interaction instead of face-to-face staring contests.
• Things to talk about that aren’t themselves (“Look at this leaf!”).
• Sensory input (wind, birds, leaves, water) that can calm the stress system rather than rev it up.

A large review of children’s “nature connectedness” found that feeling connected to nature is linked with better emotional well-being and life satisfaction. [5] Another recent camp study with urban children showed a positive trend toward improved mood and social connection after a week of nature-based camp, especially for kids with psychological challenges. [1]

In other words, friendships are often easier to grow under trees than under fluorescent lights.

4. Practicing “belonging” in a smaller pond

Belonging is a huge protective factor for mental health. Long-term research shows that young people who feel they belong in their school community tend to have fewer symptoms of anxiety and depression later on. [4]

Camp can act like a “belonging practice space”:

• The group is smaller and easier to read.
• The day has predictable rituals—morning circles, snack times, and closing games.
• Kids see the same faces for a whole week, doing shared silly things (inside jokes are social glue).

A 2025 review of adventure and outdoor education programs found consistent benefits for peer support, relationship skills, independence, and resilience—all core ingredients that help shy or anxious kids feel safer in groups. [3]

At Oak, that might look like:

• A camper who starts the week whispering to staff and ends the week teaching a new game.
• A child who usually avoids group work volunteering to be “the one who explains our fort design.”
• Two quiet kids becoming “stick-collecting partners” and carrying that friendship into the school year.

5. So… is camp right for my child?

No two children are the same, but camp can be especially helpful if your child:

• Wants friends, but finds big groups exhausting
• Warms up slowly in new environments
• Feels more relaxed outside than inside
• Comes alive with hands-on, creative, or nature-based activities

In a small, caring, nature-rich setting like Oak’s camps, shy or anxious kids don’t have to become “the life of the party.”

They just need enough safety and support to:

• Try one new thing.
• Talk to one new person,
• And discover that friendship can start quietly—under a tree, on a log, or over a shared joke about muddy shoes.

That kind of experience doesn’t just make a good week. It nudges their confidence forward for the rest of the year.

References

1. Nagi, S., Kempe, S., Barriault, S., Masri, L., Dyyat, S., Muhl, C., Bennett, S., & Racine, N. (2025). Into the wild: A mixed-methods pilot study of the mental health benefits of a nature summer camp for urban children with psychological needs. BMC Public Health, 25, 647. https://doi.org/10.1186/s12889-025-21847-9
2. Kirchhoff, E., Keller, R., & Blanc, B. (2024). Empowering young people—the impact of camp experiences on personal resources, well-being, and community building. Frontiers in Psychology, 15, 1348050. https://doi.org/10.3389/fpsyg.2024.1348050
3. A. Ghani, R. B., Lau, P. W. C., Lu, N., Zhou, P., & Wang, J. J. (2025). Investigating the impact of adventure education on children’s physical, cognitive and socio-emotional development: A mixed method systematic review. PLOS ONE, 20(6), e0327181. https://doi.org/10.1371/journal.pone.0327181
4. Allen, K.-A., Greenwood, C. J., Sciberras, E., et al. (2024). Adolescent school belonging and mental health outcomes in young adulthood: Findings from a multi-wave prospective cohort study. School Mental Health. https://doi.org/10.1007/s12310-023-09626-6
5. Arola, T., Aulake, M., Ott, A., Lindholm, M., Kouvonen, P., Virtanen, P., & Paloniemi, R. (2023). The impacts of nature connectedness on children’s well-being: Systematic literature review. Journal of Environmental Psychology, 85, 101913. https://doi.org/10.1016/j.jenvp.2022.101913