Peer-reviewed research2017–2026 update
Curriculum-based outdoor learning for children aged 9-11: A qualitative analysis of pupils’ and teachers’ views
In three Welsh primary schools, regular curriculum-based outdoor learning was seen to improve pupils' engagement, concentration, behaviour and wellbeing. Curriculum and testing pressures held it back.
What's new
The study explored views of an outdoor learning programme in the curriculum for 9–11-year-olds in three South Wales primary schools. Researchers held one-to-one interviews with 3 headteachers and 10 teachers, and focus groups with 10 pupils. Data were collected at the start and six months into implementation. Pupils and teachers reported better engagement, concentration and behaviour, positive effects on health and wellbeing, and greater teacher job satisfaction. Barriers included curriculum demands such as testing and evidencing work, safety concerns, resources and teacher confidence.
Why it matters in Aotearoa
The study supports regular outdoor learning beyond the early years. It also flags that school accountability systems may not capture its wider benefits, which is relevant to how Aotearoa schools report on EOTC.
Putting it into practice
Plan outdoor lessons for upper primary that are explicitly tied to curriculum learning goals, and decide in advance how the learning will be recorded.
How strong is the evidence
This is a qualitative case study across three schools, with data at two points in time. The benefits are perceived and were not measured.
What to read
The findings on perceived benefits and barriers to implementation