Outdoor learning may be an effective way to promote the social and emotional skills of students with social, emotional, and behavioral disorders

Recent publications in the academic literature provide strong evidence of students benefitting from outdoor learning. Very little of this research, however, addresses students with social, emotional and behavioral difficulties (SEBD). The under-developed social and emotional learning (SEL) skills of children with SEBD limit their educational progress and make it difficult for them to form effective relationships with peers and adults. This study investigated the effectiveness of an outdoor learning intervention program specifically designed for students with SEBD. As with other SEL programs, goals of this intervention program included helping students recognize and manage emotions, develop care and concern for others, make responsible decisions, establish positive relationships, and handle challenging situations effectively.

This research used an action research (AR) approach, with the teacher of the intervention program serving as the researcher. The research process included the implementation and evaluation of an outdoor SEL intervention program occurring one day per week over the course of an academic year (September to July). Students (age 12-13) participating in the research were recruited from a special education school in the UK and were considered to have SEBD. The number of participants increased over the study period from four to seven as new students joined the group. Reflective diaries, semi-structured interviews, and video documentation were used as sources of data.

The data showed that all the students made progress in developing SEL skills in the areas of self-management, social awareness, relationship skills and responsible decision-making. Improvements in self- awareness was the least observed area of skill development. The data also showed that, as students engaged in outdoor learning activities, they used core SEL skills in combination rather than in isolation. This may differ in – and be an advantage over -- how students use SEL skills in classroom-based programs. Another distinct advantage of outdoor SEL intervention programs is the reliance on group work, which provides students with opportunities for developing effective social interactions, communication and relationships.

This research suggests that "outdoor learning can be an effective approach for educators wishing to augment the SEL skills of young people with SEBD.”