Peer-reviewed researchEONZ research brief
Students' positive, negative and ambivalent outdoor experiences
Among 419 Hungarian students, nearly 55 per cent linked school nature experiences with too much discipline or too little free time, so going outdoors is not always a positive experience.
What's new
Among 419 Hungarian students aged 10 to 14, 23 per cent assessed a recalled current-school nature experience ambivalently. Nearly 55 per cent associated school nature experiences with excessive discipline, insufficient free time or too many compulsory activities. A sense of discovery was positively associated with nature connectedness, while ambivalent experiences were associated with weaker connectedness.
Why it matters in Aotearoa
The study challenges overly simple claims that taking students outdoors automatically produces positive outcomes. Learner agency, discovery, free exploration and the balance between safety structure and unnecessary control deserve attention in programme design.
Putting it into practice
Build time for free exploration and learner choice into outdoor sessions, and review whether every compulsory activity is needed.
How strong is the evidence
Peer-reviewed survey of 419 students in Hungary, relying on recalled experiences. Treat the percentages cautiously for Aotearoa.
What to read
The findings and discussion, especially the distinctions between positive, negative and ambivalent experiences