Peer-reviewed research2017–2026 update
When it matters most: a trauma-informed, outdoor learning programme to support children’s wellbeing during COVID-19 and beyond
This paper sets out a six-week outdoor programme for primary school children that combines trauma-informed practice with outdoor learning to support emotional regulation and wellbeing.
What's new
The paper reviews the literature and concepts behind trauma-informed practice (TIP) and outdoor learning, and argues that both were needed during COVID-19. It then describes how a six-week outdoor trauma-informed programme was designed to support children's emotional regulation and wellbeing. The programme was aligned to the Northern Ireland curriculum and built around the outdoor spaces at a primary school in South Belfast. It shows how teachers can use their teaching as part of TIP.
Why it matters in Aotearoa
Many Aotearoa schools are supporting children affected by stress and disruption. This paper offers a model for building trauma-informed principles into curriculum-linked outdoor learning that uses the school's own grounds.
Putting it into practice
Review a short outdoor unit and add predictable routines, chances to practise emotional regulation, and links to your curriculum, using spaces already available in your school grounds.
How strong is the evidence
This is a conceptual paper describing how a programme was designed. The abstract reports no outcome data, so its effectiveness has not been shown.
What to read
The section describing how the six-week programme was designed and aligned with the curriculum.