Choose Your Own Adventure: Promoting Social and Emotional Development Through Outdoor Learning

• Published in: Early childhood education journal Vol. 51; no. 8; pp. 1525 - 1539
• Main Authors: Molyneux, Tonje M., Zeni, Megan, Oberle, Eva
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.12.2023; Springer; Springer Nature B.V
• Subjects: Competence; Education; Elementary School Students; Emotional Development; Foreign Countries; Learning; Learning and Instruction; Outdoor Education; Primary Education; Social Development; Social Emotional Learning; Sociology; Sociology of Education; Students; Teachers; Canada; Social and emotional learning; Primary level; Outdoor learning; Educator perspectives
• ISSN: 1082-3301; 1573-1707
• DOI: 10.1007/s10643-022-01394-3

Primary school (i.e., Kindergarten to Grade 3) educators typically support students’ social and emotional learning (SEL) through targeted lessons delivered in the classroom; however, integrating SEL strategies into other subject areas both within and outside the classroom context can expand their ability to support students’ SEL. Research suggests that outdoor learning (OL) can help promote students’ social and emotional development. Thus, this study explored qualitative data generated through focus group interviews with 36 Canadian primary school educators who implemented OL to understand their perspectives on the benefits of OL for primary school students, including whether SEL promotion was perceived as a key benefit. Most of the themes generated through thematic analysis pertained to students’ social and emotional development and aligned with SEL competencies defined in a dominant SEL framework. One overarching theme suggested that educators perceived the emergent, unstructured nature of OL as driving the SEL-related benefits. Findings suggest that educators can leverage the OL context to help integrate SEL more deeply into their teaching practice.