Outdoor adventure learning typically involves outdoor experiences, such as climbing or mountaineering; survival, ropes or assault courses; or outdoor sports, such as orienteering, sailing and canoeing. In Aotearoa New Zealand, numerous outdoor environments and conditions are explored including alpine, bush, rocks and rivers. Outdoor learning can be organised as intensive residential courses or shorter courses run in schools or local outdoor centres.

Adventure education usually involves collaborative learning experiences with a high level of physical (and often emotional) challenge. Practical problem-solving, explicit reflection and discussion of thinking and emotion (see also Metacognition and self-regulation) may also be involved.

Adventure learning interventions typically do not include a formal academic component, so this summary does not include forest schools or field trips.

1. The current evidence base on outdoor adventure and academic outcomes is very weak. While the studies that do exist show positive impacts, the limited evidence base means that an impact in months progress is not communicated.

2. The evidence in the Toolkit is primarily focused on academic outcomes. There is a wider evidence base indicating that outdoor adventure learning may have positive impacts on other outcomes such as self-efficacy, motivation and teamwork. Outdoor adventure learning may play an important part of the wider school experience, regardless of any impact on academic outcomes.

The limited number of studies mean that there is not enough security to communicate a month’s progress figure. While the studies included have positive impacts, none have been independently evaluated.

It is important to remember that this is not evidence that outdoor adventure learning has “no impact” but that there is an absence of secure evidence of what the impact might be.

Outdoor adventure learning studies report wider benefits in terms of self-confidence and self-efficacy. The searches in the Toolkit look for studies that include an academic impact, so there may be a greater number of studies that focus on non-academic outcomes.

Research in Aotearoa New Zealand has focused on impacts of outdoor adventure learning for secondary school-aged boys. Researchers found positive impacts indirectly related to academic achievement, including resilience and self-esteem. One study, focused on a sailing programme, saw a stronger lift in self-esteem in Māori participants than their New Zealand European (Pākehā) peers, though both groups had notable gains.

Outdoor adventure learning approaches vary widely. A potential mechanism for impacting student outcomes might be through the development of non-cognitive skills such as resilience, self-confidence and motivation. When implementing outdoor adventure learning schools might consider including:

• Activities that challenge students physically (and emotionally).
• Opportunities for collaborative learning, problem-solving and explicit reflection on thinking processes and emotions.
• Support for students to overcome challenges and experience success.
• How to build on the relationship between adult and students once everyone is back in school.
• Given the limited evidence base, it is particularly important to monitor impacts where outdoor adventure learning is used as a method of improving achievement.

Outdoor adventure learning interventions range in duration. They include shorter courses run within school, or at local outdoor centres; regular sessions over a prolonged period; or more intensive residential courses typically delivered over the course of one or two weeks. 

Implementing outdoor adventure learning will require a moderate amount of staff time compared with other approaches. Outdoor adventure experiences should be delivered by well-qualified staff with appropriate safeguarding in place to manage any physical risks to students.

Alongside time and cost, school leaders should consider how to maximise the positive impact of outdoor adventure learning on student’s non-cognitive skills in the classroom. 

Local research:

Arahanga-Doyle, H.., Moradi, S., Brown, K., Neha, T., Hunter, J. A., & Scarf, D. (2019). Positive youth development in Māori and New Zealand European adolescents through an adventure education programme. Kōtuitui: New Zealand Journal of Social Sciences Online, 14:1, 38-51, DOI: 10.1080/1177083X.2018.1508479

Davidson, L. (2001). Qualitative research and making meaning from adventure: A case study of boys' experiences of outdoor education at school. Journal of Adventure Education and Outdoor Learning, 1:2, 11-20, DOI: 10.1080/14729670185200041