Peer-reviewed research2017–2026 update
Changes in outdoor learning in primary schools in England, 1995 and 2017: lessons for good practice
Surveys of English primary teachers in 1995 and 2017 showed the same barriers of time and cost, less teacher expertise, and clear ingredients for successful outdoor learning.
What's new
The researchers surveyed teachers in English primary schools in 1995 (n=61) and 2017 (n=40). Schools still used playgrounds and day visits for outdoor learning. Teacher expertise had fallen by 2017, while time and expense remained the main barriers. Teachers now placed outdoor education within physical education, although Early Years practitioners described an enabling curriculum. Key ingredients for success were strong teacher values and beliefs, an open approach to interpreting the curriculum, suitable locations, a risk–benefit culture and positive initiatives.
Why it matters in Aotearoa
New Zealand primary schools face similar pressures on time, cost and staff expertise. The list of success factors is a useful checklist when reviewing a school's EOTC approach.
Putting it into practice
Use the five ingredients (teacher values, open curriculum interpretation, suitable locations, a risk–benefit culture, positive initiatives) as prompts in a staff or board discussion about strengthening EOTC.
How strong is the evidence
This is a comparison of two small teacher surveys from England, based on self-report. The two samples differ in size.
What to read
The section on key ingredients for successful outdoor learning in primary schools.