What's new

This sequential mixed-methods study surveyed education professionals and ran focus groups with primary teachers in England. It explored what affects teachers' ability to integrate outdoor learning into the school day and what support they want. Key enablers were strong school leadership, access to suitable outdoor spaces, a flexible approach suited to context, and teacher-determined priorities with ongoing professional development that encouraged collaboration. These enablers address challenges such as limited resources, curriculum pressure, time, funding, staffing and low teacher confidence.

Why it matters in Aotearoa

New Zealand schools face similar barriers. The findings point leaders towards support that suits each school's context and stage of development, instead of a single model for all.

Putting it into practice

Principals can ask staff to identify their own outdoor learning priorities and set up regular collaborative PLD time to share what works on the school grounds.

How strong is the evidence

This is mixed-methods research combining a survey with focus groups. The abstract does not give sample sizes, and the findings come from English primary schools.

What to read

The full article, especially the enablers and teachers' views on tailored support.

Who it's for