Examples of Benefits
Gained from Outdoor Learning
The OPENspace Wild Adventure Space Project
Review (2006) draws on evaluations of projects of many types and sizes.
It illustrates the range of likely benefits to young people, as well as
illustrating some of the many forms that Outdoor Learning can take.
"The projects highlighted in the review have been chosen because they
appear to be examples of good practice or demonstrate a unique or innovative
approach in the engagement of young people. The project review
includes a number of case studies from key providers such as BCTV, Duke of
Edinburgh and the Forestry Commission, some of whom have case studies included
on their websites (Raleigh, National Trust, YHA) or within their own
publications (CABE), which are referenced within the review. The project
review also aimed to source good practice among smaller, lesser well known
providers as well as among a wide cross-section of young people, including
those with disabilities, minority ethnic groups, and those from low income and
disadvantaged communities, some of whom had never experienced wild
adventure space prior to the activity." Source: Wild
Adventure Space Project Review
Here is a summary of the benefits
identified in the various case studies:
- Personal development in terms of
raised self-confidence, independence, self-esteem, sense of achievement
(cited in most of the projects reviewed but particularly in those for
disadvantaged young people)
- Skill development including
development of:
practical skills: construction, woodworking
(Forest Schools)
conservation techniques (National Trust Youth Discovery
Working holidays)
social skills: getting along with others, team working
(Night Owls)
presentation skills, via reporting back, making of
videos (John Muir Award and Duke of Edinburgh Award)
physical skills via learning element of many activities
(Perdiswell young peoples Club)
- Widening of horizons, developing
aspirations, improving employment prospects (YHA VALVE)
- Breathing space, having fun
away from everyday pressures of family, peer groups, school (Do it 4 Real)
- Environmental awareness (RSPB
Sandwell Valley Wildspace)
diversity awareness between cultures (BEN Riverside)
social inclusion for disadvantaged individuals (Barnsley
Peak District Award)
sense of belonging via setting up of clubs (Delamere
Bike Club)
opportunities to develop away from peer pressure (Do it
4 Real)
- Improved physical and mental well-being
(Green Ground Zero)
- Effecting changes in behaviour
including:
reduction in drink/drug dependence (Akenshaw Youth
Project)
reduction in truancy (Forest Schools)
reduction in probation periods (Venture Trust)
through club management of activities providing a
new focus and interest for many young people (Riverside Centre)
Source: Wild
Adventure Space Project Review (June 2006) Section 4.3.3.1, prepared for the
Countryside Agency, English Nature and Rural Development Service by Jenny Roe,
OPENspace.
Next: What
does the research say about Outdoor Learning?