What's new

This mixed-methods study looked at teachers' perceptions of students' social and emotional learning (SEL) during an adventure-based SEL programme. Twenty-two fifth- and seventh-grade teachers completed questionnaires about their students three times a year for three years. The programme appeared to have modest influences on students' awareness of, and prosocial behaviour towards, themselves, others and the group. Some students' difficulties with self-regulation and awareness of others limited progress, and the negative behaviour of a few could disproportionately affect the whole class.

Why it matters in Aotearoa

This study gives schools in Aotearoa realistic expectations about what adventure-based programmes can do for wellbeing and social skills in ordinary class settings.

Putting it into practice

Plan adventure activities that can be adjusted on the spot when a few students' behaviour starts to affect the whole group.

How strong is the evidence

This is a three-year mixed-methods study, but it rests on reports from 22 teachers and does not directly measure students. The effects found were modest.

What to read

The findings and the implications for adjusting adventure approaches in school settings.

Who it's for