Abstract

Popular demand for school-based outdoor learning is growing throughout the world, but there is relatively little use of international comparisons to inform the development and support of this growth. Motivations for providing outdoor learning may vary within and across countries/areas.

A recently published article that was jointly authored by me, Uli Dettweiler (Stavanger University), Barbara Humberstone (Bucks New University), Bruce Martin (Ohio University), Heather Prince (University of Cumbria), and John Quay (Melbourne University). 

Background: Ongoing changes in academic publishing require periodic updates to research reporting standards in outdoor, experiential, environmental, and adventure education and recreation fields, to maintain quality and relevance.

This study confirms the profound and transformative impact that residential experiences can have on pupils. Findings also conclude that this impact is significantly greater for ‘vulnerable’ pupils

A survey called Bringing Children Closer to Nature ran in 2019 and was the first national online survey of Forest School and outdoor learning amongst educators and woodland owners. The report published in July 2019 provides much-needed evidence about the barriers and opportunities to establishing and sustaining Forest Schools in particular, also a snapshot of outdoor learning activities in schools, and lastly recommendations for taking action to bring more children closer to nature.

Scottish Natural Heritage has a remit for people’s enjoyment and understanding of the natural heritage as well as the care of it. The potential for the educational use of National Nature Reserves (NNRs) (and similar ‘wild’ places for nature) is not well understood. This research was designed to enable practicing teachers from primary and secondary schools to collaboratively explore how National Nature Reserves could be used to provide for learning across a range of subject areas.