Employer Guidance: Research Supporting LOtC
The National Foundation for Educational Research (2004) document “a Review of Research on Outdoor
Learning” states:
There is substantial research evidence to suggest that outdoor adventure programmes can impact
positively on young people's:
 attitudes, beliefs and self-perceptions - examples of outcomes include independence, confidence,
self-esteem, locus of control, self-efficacy, personal effectiveness and coping strategies;
 interpersonal and social skills - such as social effectiveness, communication skills, group cohesion
and teamwork.
A Review of Research on Outdoor Learning,
The following is a summary of key findings from reviews of research and major studies in outdoor learning.
The overall impact of these collections of research studies is impressive. It is followed by a summary of
evaluations of recent government programmes that involved outdoor learning.
The OPENspace Wild Adventure Space Project Review
Reference
Travlou, P. (2006) Wild Adventure Space, Literature Review. Edinburgh:
OPENspace Research Centre.
http://www.openspace.eca.ac.uk/researchprojects_wildadventurespaces.htm
Nature of research
A literature review drawing on a large number of evaluations of different types of
projects. It illustrates the range of benefits to young people, as well as illustrating some
of the many forms that outdoor learning can take.
Summary of findings
Personal development in terms of raised self-confidence, independence, self-esteem,
sense of achievement
Skill development including development of practical skills, social skills (getting along
with others, team working),
presentation skills, physical skills.
Widening of horizons, developing aspirations, improving employment prospects
Breathing space, having ‘fun’ away from everyday pressures of family, peer groups,
school
Environmental awareness
Social benefits including diversity awareness between cultures,
social inclusion for disadvantaged individuals, sense of belonging,
opportunities to develop away from peer pressure.
Improved physical and mental well-being
Effecting changes in behaviour including reduction in drink/drug dependence,
reduction in truancy, reduction in probation periods, providing a new focus and interest.
Quotation
"Experience of the outdoors and wilderness has the potential to confer a multitude of
benefits on young people’s physical development, emotional and mental health and well
being and societal development. Mental health and wellbeing benefits from play in
Hertfordshire Policy for LOtC and Offsite Visits
Research Supporting Outdoor Learning & LOtC 2.4c
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natural settings appear to be long-term, realised in the form of emotional stability in
young adulthood."
Changing Minds: The Lasting Impact of School Trips
Reference
Peacock A. (2006), Changing Minds: The Lasting Impact of School Trips. University of
Exeter.
http://www.nationaltrust.org.uk/main/w-chl/w-learning_discovery/w-schools/wschools-guardianships/w-schools-guardianships-research.htm
Nature of research
A study of the long-term impact of sustained relationships between schools and the
National Trust via the Guardianship scheme.
Summary of findings
School trips:
Quotation
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are vital for children to connect with nature
influence lives
develop community spirit
help bond families
improve children’s learning
“We looked at whether school children’s learning about their local environment would
influence the way they treat it. We found that not only was this the case, but high quality,
out-of-classroom learning also influenced how children behave and the lifestyle choices
they make. It shows the potential for schools trips not just to change individual lives, but
the lives of whole communities.”
A Review of Research on Outdoor Learning
Reference
Rickinson, M., Dillon, J., Teamey, K., Morris, M., Choi, M., Sanders, D. &
Benefield, P. (2004). A Review of Research on Outdoor Learning. Shrewsbury:
Field Studies Council.
http://www.nfer.ac.uk/research-areas/pims-data/summaries/fsr-a-researchreview-of-outdoor-learning.cfm
Nature of research
This review by the National Foundation for Educational Research brought together the
findings from 150 studies in the period 1993 to 2003 and included most kinds of outdoor
learning.
Summary of findings
The impact of fieldwork and visits
Substantial evidence exists to indicate that fieldwork, properly conceived, adequately
planned, well taught and effectively followed up, offers learners opportunities to develop
their knowledge and skills in ways that add value to their everyday experiences in the
classroom.
Specifically, fieldwork can have a positive impact on long-term memory due to the
memorable nature of the fieldwork setting. Effective fieldwork, and residential
experience in particular, can lead to individual growth and improvements in social skills.
More importantly, there can be reinforcement between the affective and the cognitive,
with each influencing the other and providing a bridge to higher order learning.
The impact of outdoor adventure activities
There is substantial research evidence to suggest that outdoor adventure programmes can
impact positively on young people's:
- attitudes, beliefs and self-perceptions - examples of outcomes include independence,
confidence, self-esteem, locus of control, self-efficacy, personal effectiveness and coping
strategies
- interpersonal and social skills - such as social effectiveness, communication skills,
group cohesion and teamwork
Hertfordshire Policy for LOtC and Offsite Visits
Research Supporting Outdoor Learning & LOtC 2.4c
CSF0205
Adapted from OEAP LOtC Employer Guidance
Page 2 of 5
Issue 1
June 2011
The impact of school grounds/community projects
School grounds/community projects have the capacity to link with most curriculum
areas. Two specific examples of benefits stemming from this are positive gains in
science process skills and improved understanding of design and technology-related
issues.
In the affective domain, the most important impacts of learning in school
grounds/community settings include greater confidence, renewed pride in community,
stronger motivation toward learning, and greater sense of belonging and responsibility
Quotation
“The findings of this review make clear that learners of all ages can benefit from
effective outdoor education. However, despite such positive research evidence and the
long tradition of Outdoor Learning in this country, there is growing evidence that
opportunities for Outdoor Learning are in decline and under threat.
There is an urgent need for policy makers at all levels and in many sectors to consider
their role in:
 tackling barriers that stand in the way of the provision of effective outdoor
education for all students
 encouraging good programmes and practices and capitalising on policy
developments, for example, by linking initiatives in different sectors.”
Directions - Youth Development Outcomes of the Camp Experience.
Reference
Philliber Research Associates: Directions - Youth Development Outcomes of the Camp
Experience. Martinsville, Indiana, USA: The American Camping Association (2005).
http://www.acacamps.org/research/ydo.php
Nature of research
Between 2001 and 2004 the American Camp Association conducted research with over
5000 families from 80 camps to determine the outcomes of the camp experience as
expressed by parents and children.
Summary of findings
Parents, camp staff, and children reported significant growth in:
 Self-esteem
 Peer relationships
 Independence
 Adventure and exploration
 Leadership
 Environmental awareness
 Friendship skills
 Values and decisions
 Social comfort
 Spirituality
Quotation
“The research suggests a convergence of opinion from campers, parents and staff that
scientifically validates long-held beliefs about the positive value of camp experiences.”
Why Adventure? The Role and Value of Outdoor Adventure in young people's personal and social
development.
Reference
Barrett J. & Greenaway R. (1995). Why Adventure? The Role and Value of Outdoor
Adventure in Young People's Personal and Social Development: A Review of Research.
The Foundation for Outdoor Adventure.
http://reviewing.co.uk/wad.htm
Nature of research
A literature review focusing on the more adventurous kinds of outdoor learning.
Hertfordshire Policy for LOtC and Offsite Visits
Research Supporting Outdoor Learning & LOtC 2.4c
CSF0205
Adapted from OEAP LOtC Employer Guidance
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Issue 1
June 2011
Summary of findings
Personal Development
 Some kinds of outdoor adventure can cause short-term enhancement of aspects of
self-concept (including gains in self-esteem and self-efficacy), and can cause shortterm improvements in internalisation of locus of control. These gains appear to be
more significant on longer adventure programmes.
 Various developmental benefits are associated with regular physical exercise (such
as regular outdoor adventure experiences can provide), e.g.. humour, patience,
energy, optimism, self-confidence, self-esteem, self-assurance, emotional stability,
improved body-image, etc.
Direct experience of the natural environment, such as outdoor adventure may offer, can
have significant mental and physical health benefits, can enhance self-esteem and selfconfidence, and can provide opportunities for spiritual development.
Social Development
 Strong anecdotal evidence indicates that outdoor adventure experiences can enhance
interpersonal relationships and improve socialisation, and can facilitate group
bonding and co-operation.
 Outdoor adventure can help to reduce formality in relationships and develop more
human relationships and awareness between young people, and between young
people and staff.
Quotation
“The beneficial outcomes of outdoor adventure appear to be most lasting when outdoor
adventure experiences are regular and long-term and are linked to community-based
follow-up. Research has demonstrated the value of outdoor adventure as an adjunct to
community-based developmental and educational provision.”
In recent years there have been a number of government-funded and Lottery-funded programmes involving
LOtC. The following is a summary of evaluation reports.
Uproject – Activities for Young People
Nature of project
Uproject (Activities for Young People) started as a DfES funded pilot for two years and
was Lottery funded for the next three years to the extent of £44.85M. It aimed to prevent
school leavers from becoming NEET (Not in Education, Employment or Training). At
least 64,940 young people benefited.
Reference
Evaluation of the Activities for Young People Initiative
http://www.biglotteryfund.org.uk/er_eval_ayp_finalreport.pdf
Summary of findings
Young people reported:
 higher subsequent levels of participation in further education, training or jobs with
training
 social gains, such as more responsible attitudes and increased citizenship skills
 increased confidence, team-working, communication and leadership skills.
Positive Activities for Young People (PAYP)
Nature of project
Positive Activities for Young People (PAYP) was a three-year programme for young
people aged 8-19, at risk of social exclusion or of being involved in community crime. It
has provided diversionary and developmental activities during school holidays for over
290,000 young people at a cost of £124.5 million, jointly funded by DfES, Home Office
and the Lottery.
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Research Supporting Outdoor Learning & LOtC 2.4c
CSF0205
Adapted from OEAP LOtC Employer Guidance
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June 2011
Reference
Positive Activities for Young People: National Evaluation - Final Report
http://publications.teachernet.gov.uk/eOrderingDownload/CRG-01998-2006.pdf
Summary of findings
The evaluation found a number of issues with the management of the project, and
identified some important learning points. However, it found that:
“… participation in PAYP contributed to reductions in the criminal and anti-social
behaviour of the young people. With similar data to support
the positive impact of PAYP on supporting young people back into education and
training.”
Do It 4 Real
Nature of project
Do It 4 Real aimed to provide structured residential experiences during the school
holidays for 11 to 17 year olds from a variety of backgrounds. A total of 22,419 young
people benefited in 2005 and 2006.
Reference
Evaluation of Do It 4 Real Final Report
http://www.biglotteryfund.org.uk/er_eval_do_it_4_real_final_report.pdf
Summary of findings
The evaluation reports success in all the project’s aims which were to assist young
people to:
 learn through active adventure
 improve life skills and social skills
 increase awareness of own learning skills
 support the development of community and social values.
The London Challenge
Nature of project
The London Challenge is a five year partnership between government, schools and
boroughs to raise educational standards in London’s secondary school system. The
London Student Pledge offers the chance to participate in a wide range of out of
classroom activities, including a residential experience.
Reference
Evaluation of residential field courses in the London Challenge
http://www.mst-online.org/webdev/AmosReissSSR.pdf
Summary of findings
Evaluation of the experience of 428 London students who attended residential field
courses in 2004 showed that teachers and pupils reported that levels of motivation and
participation were very high, particularly where activities were adventure-based rather
than purely academic. Many pupils surpassed their own expectations of achievement
during the courses, and both pupils and teachers felt that the general levels of trust in
others and the self-confidence shown by the pupils on the courses were higher than in
school. Teachers were very impressed overall by the development of teamwork skills
amongst the pupils and the vast majority of pupils maintained or built positive
relationships with each other, with teachers and with centre staff.
Hertfordshire Policy for LOtC and Offsite Visits
Research Supporting Outdoor Learning & LOtC 2.4c
CSF0205
Adapted from OEAP LOtC Employer Guidance
Page 5 of 5
Issue 1
June 2011