Peer-reviewed article
Curriculum-based outdoor learning for children aged 9-11: A qualitative analysis of pupils’ and teachers’ views
Emily Marchant, Charlotte Todd, Roxanne Cooksey, Samuel Dredge, Hope Eleri Jones et al. ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examined how outdoor learning within the regular curriculum affects children aged 9-11 in three Welsh primary schools. Researchers interviewed headteachers, teachers, and pupils before and six months after introducing outdoor learning. Both pupils and teachers reported improvements in engagement, concentration, behaviour, health and wellbeing, though curriculum demands, testing requirements, and safety concerns created barriers to implementation.
Key points
- Pupils and teachers noticed improvements in pupils' engagement with learning, concentration and behaviour
- Positive impacts reported on health and wellbeing and teachers' job satisfaction
- Curriculum demands including testing and evidencing work were barriers to implementation
- Safety concerns, resources and teacher confidence also hindered implementation
- Participants supported outdoor learning as a curriculum-based programme for older primary school pupils
Limitations
This is a qualitative case study with small samples (3 headteachers, 10 teachers, 10 pupils from 3 schools) in South Wales, so findings may not generalise to other regions or educational contexts. The study relied on self-reported perceptions and experiences rather than objective measures of educational or health outcomes.
Abstract
The relationship between child health, wellbeing and education demonstrates that healthier and happier children achieve higher educational attainment. An engaging curriculum that facilitates children in achieving their academic potential has strong implications for educational outcomes, future employment prospects, and health and wellbeing during adulthood. Outdoor learning is a pedagogical approach used to enrich learning, enhance school engagement and improve pupil health and wellbeing. However, its non-traditional means of achieving curricular aims are not yet recognised beyond the early years by education inspectorates. This requires evidence into its acceptability from those at the forefront of delivery. This study aimed to explore headteachers', teachers' and pupils' views and experiences of an outdoor learning programme within the key stage two curriculum (ages 9-11) in South Wales, United Kingdom. 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. Schools introduced regular outdoor learning within the curriculum. This study found a variety of perceived benefits for pupils and schools. Pupils and teachers noticed improvements in pupils' engagement with learning, concentration and behaviour, as well as positive impacts on health and wellbeing and teachers' job satisfaction. Curriculum demands including testing and evidencing work were barriers to implementation, in addition to safety concerns, resources and teacher confidence. Participants supported outdoor learning as a curriculum-based programme for older primary school pupils. However, embedding outdoor learning within the curriculum requires education inspectorates to place higher value on this approach in achieving curricular aims, alongside greater acknowledgment of the wider benefits to children which current measurements do not capture.
Findings the Hub has extracted
Each claim below is labelled by its type of design and links back to this report.
- Intervention
- Regular outdoor learning integrated within the key stage two curriculum
- Population
- Pupils aged 9-11 and their teachers in three primary schools in South Wales, United Kingdom
Key finding
Pupils and teachers reported improvements in engagement with learning, concentration and behaviour