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Proving the impact of outdoor learning on attainment: ‘Wilderness Schooling’

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Research into the effectiveness of outdoor learning interventions has traditionally focused on ‘socio-emotional’ outcomes such as self-awareness, increasing confidence and self-esteem. For some, however, the ‘holy grail’ for a number of years has been to demonstrate a direct correlation between structured outdoor learning experiences and curricular attainment, a research gap also highlighted in the recent Blagrave report (2016). Small sample sizes, unique learning conditions and methodological issues have meant that this has been notoriously difficult to achieve, a fact reflected in the current Sutton Trust - EEF toolkit summary of Outdoor Adventure Learning.

 

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