LEARNING TO LEARN
Geography field trip to Morrocco
Wider benefits :
Wider benefits are those experienced by other stakeholders , such as a student ’ s family and friends . It is important to note that this might not be immediately after an outdoor education experience , but can exist across a large temporal scale , potentially impacting future generations , often intrinsically , as a ‘ trickle down ’ effect . For example , my grandparents loved walking in National Parks and my Grandad was an amateur geologist . Hearing about their adventures during my early childhood probably influenced my interest in , and eventual decision to study , Geography and Geology , alongside my own enthusiasm for the natural world and outdoor education , all because of lived experiences . There is a lack of published studies on the wider benefits of outdoor education , primarily because of the anecdotal evidence of benefits that have been intrinsically gained , often over a long timescale . Nevertheless , the wider benefits are exceptionally interesting to note , and it is hoped there may be some longer-term studies on the potential wider benefits gained from participating in outdoor education in the future .
Barriers to outdoor education :
Despite the myriad of benefits outdoor education experiences bring , the number of children experiencing the outdoor environment in the UK is at its lowest level for 30 years ( Natural England , 2022 ), with children at risk of ‘ nature deficit disorder ’ ( National Childhood Report , 2012 ) – this is despite the government ’ s Natural Environment 2011 white paper stating that ‘ every child should be able to experience and learn in the natural environment ’ ( Hunt et al ., 2016 ). Hence there is a risk they will not experience these benefits . This is usually due to many barriers to outdoor education . We are exceptionally lucky at Sevenoaks to have extensive grounds for lessons in an outdoor environment , easy access to Knole Park , and few barriers to taking students on off-campus fieldwork opportunities . Unfortunately , there are several barriers to teachers being able to ensure students get the benefits of outdoor education in many other settings . Ray & Sonya ( 2018 ) outline risk , administrative burdens , financial pressures , teacher knowledge and experience , teacher values and motivation , curriculum disturbances , and facilitation as being some of the main barriers . Dillon et al . ( 2006 ) and Rickinson et al . ( 2004 ) concur . Inner-city schools have some of the greatest challenges due to the ‘ green
24