Peer-reviewed research2017–2026 update
Support Factors and Barriers for Outdoor Learning in Elementary Schools: A Systemic Perspective
Canadian elementary teachers named four connected areas that help or hinder outdoor learning: teacher characteristics, systemic factors, culture and the environment. The authors call for systemic support.
What's new
Thirty-six female teachers from urban and rural schools in British Columbia, Alberta and Ontario took part in five online semi-structured focus groups about barriers to and supports for outdoor learning. Thematic analysis identified four connected themes. The first was teacher characteristics: interest and motivation, preparedness, and confidence in handling risk. The second was systemic factors: principal support, school and district policies, funding and resources, curriculum, and school schedule. The third was culture: school culture, societal beliefs about education, and family backgrounds. The fourth was environmental factors: weather, the built and natural environment, and hazards.
Why it matters in Aotearoa
The themes offer a useful checklist for schools looking at why outdoor learning stays dependent on individual enthusiasts. The authors conclude that outdoor learning needs support across the whole system, including principals, policies, funding and timetables.
Putting it into practice
Use the four themes as an audit tool with staff. Identify which teacher, systemic, cultural and environmental factors are helping or blocking outdoor learning at your school.
How strong is the evidence
This is a qualitative focus group study with 36 teachers, all of them women, in three Canadian provinces. It reports teachers' perceptions and does not measure outcomes.
What to read
The results section describing the four themes and their sub-themes.