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The problem
Intervention: Regular outdoor learning integrated within the key stage two curriculum
Who it was tested with: Pupils aged 9-11 and their teachers in three primary schools in South Wales, United Kingdom.
Experience from people who deliver programmes: stories, case studies and lessons learned. Valuable for understanding how and why, and for spotting what to test next, but not a measure of effect.
"We examine the process of implementation to offer case study evidence through 1:1 interviews with headteachers (n = 3) and teachers (n = 10) and focus groups with pupils aged 9-11 (n = 10) from three primary schools. Interviews and focus groups were conducted at baseline and six months into implementation." The study measured perceived benefits and barriers using qualitative methods without a control group or objective outcome measures, placing it in the practitioner evidence tier, and the mixed result reflects both reported benefits and significant implementation barriers.
Small sample size from a single region; qualitative design without objective outcome measures; no comparison group; self-reported perceptions rather than measured educational or health outcomes.
Across countries and designs
1 study · 1 country
