Please note that this article first appeared in the May 2023 edition of the Muse Magazine.
One of the primary reasons that parents enrol their children in a particular school is to ensure that they matriculate with the best possible set of results, granting them access to tertiary study, in the direction of their choice. Much of the focus in schools is, understandably, and correctly, aimed at helping each pupil achieve their full potential on the academic front, with a focus on symbols and marks that the young adult leaves their High School with.
Most parents will also look at schools that offer a holistic education, schools that offer sports programmes, and cultural programmes that allow their child to develop a range of skills that will equip them to enter the world beyond their schooling.
Our school recently returned from a week of outdoor activities, our “Adventure Week” and we were reminded of the multitude of educational opportunities for the development of pupils offered in a structured outdoor education programme.
Getting teenagers into the outdoors, away from home comforts and the dependence on technology, allows for experiential education in a setting that cannot be replicated in the traditional classroom. The pupils are engaged in activities and exploration providing them with opportunities for personal growth and development. Outdoor activities such as hiking, cycling, paddling and camping represent opportunities for students to step outside of their comfort zones and develop confidence, resilience and a sense of self-awareness. It is always uplifting to watch pupils who are presented with safe opportunities for rock climbing, abseiling and other high rope activities, overcome their fears and achieve things they did not previously believe they were capable of.
Outdoor education provides pupils with opportunities for academic learning. Many outdoor activities are inherently interdisciplinary, integrating concepts from Geography, Life Sciences, Physical Sciences, Mathematics and History. A Geography teacher takes great joy in seeing a group of teenagers successfully navigate an entire day’s hike, armed only with a 1:50000 topographical map of the area and a compass. Many lessons are learnt from mistakes and it takes a lot of self-control for a Geography teacher to endure a 15km (long, but safe) detour with a group who have misread a map along the way. Pupils may learn how to navigate, using a map and compass, set up a tent or cook a meal. These valuable skills can help them become more self-sufficient and independent. Outdoor education can also help pupils develop a deeper understanding of environmental issues. By learning about the natural world and the impact that humans have on it, pupils can develop a greater sense of responsibility around environmental issues.
Social development is one of the areas that is accelerated in an outdoor context. Pupils have many opportunities to work collaboratively, develop conflict resolution skills, communicate effectively, and develop leadership. We have witnessed so many profound moments of generosity and care that have arisen as members have helped their teammates who were taking strain at various moments in the outdoors. It is wonderful to see a young pupil, who does not shine in a classroom context, rise to take the lead in the outdoors. It is not always plain sailing as we all struggle to hike 15 kilometres with full backpacks. Imagine the learning opportunities presented to a group of boys who discovered, 7 days into their three-week journey, that one of the team had devoured the entire tin of condensed milk that the team was saving for later in their journey.
Outdoor education can also help pupils develop a sense of community and belonging. By participating in outdoor activities with their peers, pupils can build meaningful relationships and develop a sense of connection to the school and the community. This is often commented on by pupils who are new to a school.
In addition to the personal, academic and social benefits of outdoor education, there are also significant health benefits associated with spending time outdoors. Spending time in nature can reduce stress, improve mental health and boost physical fitness.
Most schools in which I have served have included some form of outdoor education programme. The more effective programmes have an intentional focus on some form of progression from grade to grade. There are benefits to be derived from any outdoor activity, but the self-reflection and lessons learnt by individual pupils will vary with age. As the pupils mature, they are able to gain more from certain activities and are given more responsibility in the planning of aspects of the activities. Our Grade 11 hiking groups have reached the point where they plan their own menu and cater for themselves. While repetition of some activities allows some pupils to reach levels they may not have done previously, there should be evolution to a higher level of challenge as a pupil moves through the different Grade activities. Safety and risk management will always be a priority for schools in the design of activities and the engagement of outside specialist service providers.
As parents, you want to know that the time-out of lessons and the cost of the time away offered by your child’s school is safe, educationally sound and represents more than just “a good time”. Depending on the principal focus of the activities, pupils as individuals undergo a process of self-discovery, test their endurance, and push personal limits, emerging with a greater understanding of themselves and a deeper level of self-reliance. The social development skills that are focused on include: teamwork, leadership, communication, negotiation, conflict resolution and group problem-solving and decision-making. Some of the cognitive skills that are developed include problem-solving, critical thinking, planning, time-management and personal organisation.
Parents will be aware of some of the impacts that the outdoor activities have had on their child, even if it is simply a greater appreciation of what home represents. Parents are encouraged to spend some quality time, as a family, talking through the experience that your child has just been through on their return. Don’t accept the usual “fine” but chase down the details of the wonderful learning experience they have just been through.
Written by Mr Angus Morton, High School Principal