This study examined the impact of a peer-led outdoor orientation program (OOP) on the wellbeing of university students. The OOP, designed to support students in their transition to post-secondary education, was offered each summer over a 10-year period. Drawing upon journal reflections and interviews from peer-leaders and student participants, data from 15 interviews and 19 reflective journals were thematically analyzed to identify the impacts of participation in an OOP on peer relationships and wellbeing. Four main themes and five sub-themes were developed. Teamwork, overcoming obstacles, shared experiences and 'having fun with friends' helped build sustainable peer networks that facilitated self-efficacy, mentorship capacity and a sense of belonging between and among peer-leaders and student participants. In turn, wellbeing was improved. These findings illuminate how the impact of peer networks inform a sociological understanding of student wellbeing and holds implications for similar intentionally led OOPs offered at other post-secondary educational institutions.
This research paper explores the development of emotional intelligence through emotional support and social empathy in outdoor education students in New Zealand. Data gathering focussed on the socio-emotional interactions between students and with adults through the context of rock climbing and kayaking activities. Rich descriptions from staff and students of one primary and two secondary schools were obtained by interviews, observations and videos. Field-based learning opportunities to recognise, express and manage the emotions of self and others were documented. The outcomes elucidate the processes of emotional learning through verbal and non-verbal interaction and how they lead to self-development including happiness, resilience, overcoming fear, and interpersonal skills. Happy, cohesive groups formed emotional openness, trust, and strong friendship networks. Of paramount importance is the role of teachers and instructors in establishing a learning culture that nurtures support. The study highlights OE as a unique context to develop emotional intelligence in youth.
The International Outdoor Education Research Conference (IOERC) series connects outdoor educators across the globe and continues to progress in impact and reach. This paper aims to summarise key insights from the 10th IOERC and foster continued growth and collaboration with international outdoor education authors. IOERC 10 brought together 187 delegates from 24 countries, with 138 abstracts received from 19 countries. The themes emerged as (A-Z): 1) Cultural and social outdoor education dimensions; 2) Environmental awareness and place-based learning; 3) Outdoor education in formal education; 4) Personal development; and 5) Technology and innovation. We emphasise the importance of expanding international outdoor education research connections, addressing less common themes but also recognise the limitation that many researchers were unable to attend IOERC10 due to a number of continuing post-pandemic factors. Personal author reflections are offered, and we discuss significant insights into the evolving landscape of the global outdoor education community.
This retrospective article examines the development of outdoor education practice over the past 25 years through four case studies. Drawing on social, economic, cultural and historical influences, each case study illuminates how outdoor education practices evolved and adapted to local educational, geographical and governmental landscapes. Analysis of the four case studies revealed a growing awareness in the field of its cultural and historical legacies, along with ongoing transformation, within and beyond them. We see a rapidly growing focus in outdoor education on health and wellbeing that recognizes the flourishing of both people and the planet. Through the development of equitable and inclusive practices, outdoor education will better serve the needs of learners in a world beset by climatic, political and health challenges. Finally, we extend an invitation to outdoor educators worldwide to reconsider a more holistic, equitable and inclusive approach to outdoor learning.
Connecting children with nature is a priority on international policy agendas, yet fostering children's connections with local animals remains challenging for schools. This project aims to support teachers in understanding children's relationship with local animals and how schoolyards can be used to strengthen these relationships. The study characterizes the relationships children (5-11 year-olds) have with local animals and identifies opportunities for animal interactions in the schoolyard. We interviewed Dutch children (N=110) about their favorite animal and observed their strategies for finding animals in the schoolyard. Thematic analysis revealed three types of connections: 'wowed by superpowers,' reflecting fascination with animals' unique abilities; 'friendship,' reflecting emotional bonds; and 'interdependence,' characterized by mutual recognition and response. Analyses further showed that children struggled to find animals in the schoolyard. The study offers recommendations for teachers to support children's naturally developing connections with local animals and to expand opportunities for animal encounters at school.l.
Forest School (FS), a child-centred outdoor-education initiative, is gaining popularity amidst concerns about children's disconnection from nature and poorer wellbeing. This exploratory case study examines links between FS experiences and children's wellbeing, addressing the need for stronger evidence. Drawing on Self-Determination Theory (SDT), which highlights autonomy, relatedness, and competence as key to wellbeing, the study examines an established programme in a UK preparatory school. Participants included six pupils aged 10-11, three parents, and the Forest School practitioner. Data was collected through semi-structured interviews, observations, and questionnaires. Deductive reflexive thematic analysis revealed three SDT-aligned themes: Feeling Free (Autonomy), Feeling In Tune (Relatedness), and Feeling Able (Competence). Findings emphasise the importance of nature in fostering relatedness. Overall, the study suggests Forest School benefits all children, not only those with special educational needs, the focus of much recent research, and that applying SDT principles can enhance practice and better support wellbeing.
This case study investigates the affordances that a process of building temporary huts on school grounds in collaboration with teams of artists could offer the participating children. The project was initiated by the manager of an art gallery who wanted to increase children's influence over the design of their local outdoor places. The study was conducted in an after-school educational setting in Sweden, in spring 2023. Data generation involved participant observation, field notes, and photographs. Findings suggest that the project offered the children opportunities to closely observe and engage with their immediate surroundings. Maintaining extended engagement presented challenges, but encountering material and social resistance in realising intended changes to the physical environment can also be seen as a valuable experience. Practical and institutional constraints related to this type of outdoor activity are discussed. The study additionally contributes to the knowledge base for considering affordances for children in planning outdoor spaces.
This article develops Quay's account of aesthetic experience in outdoor education and argues for a more pluralistic model of aesthetic education. While Quay argues that holistic experience remains valuable, I suggest that outdoor education can be strengthened through engagement with philosophical aesthetics. Drawing on environmental and everyday aesthetics, this article incorporates insights from Ronald W. Hepburn, Yuriko Saito and Arnold Berleant. Hepburn's notion of "sensible-sounding language" highlights the need for precise vocabulary to articulate aesthetic experience in nature, recognising its integrated cognitive and sensuous dimensions. Saito's work on everyday aesthetics invites educators to notice aesthetic qualities in mundane aspects of outdoor practice to enhance their educational potential. Finally, Berleant's tripartite model of description, critical explanation and critical appraisal is proposed as a basis for an aesthetic curriculum for outdoor educators. I conclude that a richer focus on aesthetic education can generate more meaningful outdoor learning experiences for learners and practitioners.
