What does the research say about Outdoor Learning?

Key points from this review of research include:

• Exposure to the natural environment can have a negative effect on human health.
• Exposure and access to green spaces can also have a wide range of social, economic, environmental and health benefits
• Urban green spaces are major contributors to the quality of the environment and human health and well-being in inner city and suburban areas.
• Outdoor recreation provides an opportunity to increase quality of life and heighten social interaction.
• Physical activity in the natural environment not only aids an increased life-span, greater well-being, fewer symptoms of depression, lower rates of smoking and substance misuse but also an increased ability to function better at work and home.
• Health Walk and Green Gym participants cited they stated being 'in the countryside' and 'contact with nature' as key motivating factors to be active.
• Short-term strategies must begin by establishing a clearer link between accessible urban green space and healthy living in the minds of politicians, policy-makers ad the general public.

‘We looked at whether school children’s learning about their local environment would influence the way they treat it. We found that not only was this the case, but high quality, out-of-classroom learning also influenced how children behave and the lifestyle choices they make. It shows the potential for schools trips not just to change individual lives, but the lives of whole communities.’

• School trips are vital for children to connect with nature.
• School trips influence lives.
• Community spirit is developed from school trips.
• School trips help bond families.
• School trips improve children’s learning.

Key findings 

The impact of fieldwork and visits

• Substantial evidence exists to indicate that fieldwork, properly conceived, adequately planned, well taught and effectively followed up, offers learners opportunities to develop their knowledge and skills in ways that add value to their everyday experiences in the classroom.
• Specifically, fieldwork can have a positive impact on long-term memory due to the memorable nature of the fieldwork setting. Effective fieldwork, and residential experience in particular, can lead to individual growth and improvements in social skills. More importantly, there can be reinforcement between the affective and the cognitive, with each influencing the other and providing a bridge to higher order learning.
• See original document for more points and more detail.

• Strong evidence of the benefits of outdoor adventure education is provided by two meta-analyses of previous research. Looking across a wide range of outcome measures, these studies identify not only positive effects in the short term, but also continued gains in the long term. However, within these broad trends, there can be considerable variation between different kinds of programmes, and different types of outcomes.
• There is substantial research evidence to suggest that outdoor adventure programmes can impact positively on young people's:
• attitudes, beliefs and self-perceptions - examples of outcomes include independence, confidence, self-esteem, locus of control, self-efficacy, personal effectiveness and coping strategies
• interpersonal and social skills - such as social effectiveness, communication skills, group cohesion and teamwork
• See original document for more points and more detail.

• School grounds/community projects have the capacity to link with most curriculum areas. Two specific examples of benefits stemming from this are positive gains in science process skills and improved understanding of design and technology-related issues.
• In the affective domain, the most important impacts of learning in school grounds/community settings include greater confidence, renewed pride in community, stronger motivation toward learning, and greater sense of belonging and responsibility
• See original document for more points and more detail.

• Factors influencing outdoor learning and its provision
• Key messages for practice
• Key messages for policy
• Key messages for research

• Some kinds of outdoor adventure can cause short-term enhancement of aspects of self-concept (including gains in self-esteem and self-efficacy), and can cause short-term improvements in internalisation of locus of control. These gains appear to be more significant on longer adventure programmes.
• Various developmental benefits are associated with regular physical exercise (such as regular outdoor adventure experiences can provide), e.g.. humour, patience, energy, optimism, self-confidence, self-esteem, self-assurance, emotional stability, improved body-image, etc.
• Direct experience of the natural environment, such as outdoor adventure may offer, can have significant mental and physical health benefits, can enhance self-esteem and self-confidence, and can provide opportunities for spiritual development.

• Strong anecdotal evidence indicates that outdoor adventure experiences can enhance interpersonal relationships and improve socialisation, and can facilitate group bonding and co-operation.
• Outdoor adventure can help to reduce formality in relationships and develop more human relationships and awareness between young people, and between young people and staff.

• Research about effective leadership styles in adventure generally favours a facilitative style in which personal and social development are emphasised. Research indicates that staff require training in interpersonal skills especially if they intend to enhance those of others.
• Research about the effects of group experiences on personal and social development emphasises the value of small groups in which group support, co-operation and reciprocity may be facilitated.
• Appropriate selection, group mix and composition are important, particularly with young people experiencing difficulties in their lives.
• Research emphasises the importance of a supportive learning environment where young people are able to (for example) express their emotions, learn collaboratively and take responsibility for their own development.
• The beneficial outcomes of outdoor adventure appear to be most lasting when outdoor adventure experiences are regular and long-term and are linked to community-based follow-up. Research has demonstrated the value of outdoor adventure as an adjunct to community-based developmental and educational provision.

Does outdoor education work?  The research evidence indicates that the effectiveness of outdoor education programming on average is positive and roughly equivalent to other innovative psychosocial interventions. The overall message from the research is that outdoor education has clear potential, if well designed, to foster enhancements of personal and social aspects of learning and development. In addition, at least 11 factors appear to influence what happens to participants during a program and the overall effects of the program.

 Outdoor education programs have been found to be moderately effective in influencing typically measured outcomes, such as self-esteem and teamwork. The most commonly researched outcomes have been self constructs such as self-esteem, self-confidence, self-concept and self-efficacy; social constructs such as teamwork and leadership; and other more applied outcomes such as academic achievement and recidivism.

• Positive Activities for Young People National Evaluation – End of Year 2 Report, 2005 (pdf file)
These evaluations of PAYP programmes for thousands of young people in the UK (141,000 in 2005) are generating valuable evidence about the value of outdoor learning (and other kinds of activity-based learning).
• Evidence of Success: What the Research Shows about Expeditionary Learning Schools Outward Bound (ELS)
Summaries of studies from 1994-2002, USA.
• "What the research really says" about the impact of an Outward Bound experience on participants.
Meta-analysis overview, James Neill, Australia, 1998.
• Corporate Adventure Training studies (CAT)
Simon Priest's summary of 25 studies carried out during 1989-1997, Canada.