Peer-reviewed research2017–2026 update
A Whole-School Approach to Outdoor Learning
A Northern Norway school shows how regular, leadership-backed outdoor learning can become part of school identity, though teachers had few chances to share practice.
What's new
This case study examined one school in Northern Norway that has made outdoor learning a core part of its teaching. The researchers interviewed six students, three teachers, a teaching assistant and the principal, and analysed the interviews using a whole-school approach framework. Outdoor learning was regular for all students, supported by leadership and committed teachers, and seen as interdisciplinary. Participants reported stronger student–teacher relationships and gains in both academic learning and environmental awareness. The study also found limited opportunities and a weak culture for sharing outdoor learning practice among teachers.
Why it matters in Aotearoa
For schools in Aotearoa wanting EOTC to be more than occasional trips, this case identifies the organisational conditions that support sustained outdoor learning. It also highlights the need to align outdoor and indoor teaching.
Putting it into practice
Develop a school-wide progression plan for outdoor learning, and timetable regular time for teachers to share their outdoor practice.
How strong is the evidence
This is a single-school qualitative case study with a small number of interviewees. It is useful for describing implementation conditions but does not measure outcomes.
What to read
The findings on leadership, regularity and practice-sharing.