Peer-reviewed research2017–2026 update
Lasting Lessons in Outdoor Learning: A Facilitation Model Emerging from 30 Years of Reflective Practice
Former students of a two-year Wilderness Studies class from the 1970s still remembered it vividly 30 years later, and many went on to outdoor or environmental work.
What's new
In the late 1970s, an Australian school ran a Wilderness Studies class for adolescents over two full academic years. Three decades later, former students were contacted using social media research techniques and asked about their memories. Respondents consistently said the outdoor experiences eclipsed their indoor classroom learning. A large number worked in outdoor leadership or environmental stewardship. The authors also offer a facilitation model built on three Rs: Resilience, Reflection and Relationship.
Why it matters in Aotearoa
Long-term evidence on EOTC is rare. This study suggests that sustained outdoor programmes may leave lasting impressions, which supports schools that invest in them.
Putting it into practice
When planning an extended outdoor programme, build in regular time for reflection and relationship-building, using the three Rs as a planning check.
How strong is the evidence
This is a retrospective study based on recalled memories from former students who responded via social media, so self-selection and memory may shape the results. The three Rs model comes from the authors' reflections on their practice and was not tested in the study.
What to read
The section on former students' salient memories, and the three Rs facilitation model.