Peer-reviewed research2017–2026 update
Beyond crisis management: ethical principles and trauma-informed care in outdoor learning and outdoor adventure therapies
This article argues that ethical outdoor learning needs more than managing emotional crises. It should weigh doing no harm, promoting wellbeing and participant autonomy, with trauma-informed care as a guiding framework.
What's new
This article critically revisits an early framework for managing emotional crises in outdoor learning and therapeutic programmes, which centred on prevention and structured management to avoid harm (non-maleficence). The article argues that exposing vulnerable people to emotional risk needs a clear therapeutic or pedagogical rationale (beneficence). These principles must also be balanced with autonomy, meaning people's right to make informed decisions about taking part. The article draws on current ethical debates and psychological dimensions, and it highlights trauma-informed care as a framework for supporting participant wellbeing.
Why it matters in Aotearoa
Risk management in EOTC often focuses on physical safety. This paper calls attention to emotional risk, informed participation and trauma-informed practice for the many ākonga who bring difficult experiences with them.
Putting it into practice
Providers and teachers can review challenging activities for emotional risk, be clear about the learning purpose, and give students genuine informed choice about their level of participation.
How strong is the evidence
This is a conceptual and ethical argument without new empirical data. It is useful for reflection and policy, and it does not test outcomes.
What to read
The full article, particularly the sections on balancing the three ethical principles and on trauma-informed care.