McCree, M (2022) 'The scenic route to academic attainment via emotional wellbeing outdoors.' In: Cutting, R and Passy, R, eds. Contemporary approaches to outdoor learning: animals, the environment and new methods. Palgrave Macmillan, Cham, pp. 117-130. ISBN 9783030850944
Abstract
This chapter presents a summary of a longitudinal mixed methods study tracking 11 children (aged 5–7 on entry), defined as disadvantaged in multiple ways. They attended weekly Forest School and outdoor learning sessions over three years. The study investigates the project’s impact on the children in terms of their academic attainment, wellbeing and connection to nature. The children’s attendance and academic attainment improved in comparison to their non-participating peers at school. The findings emphasise the importance of how social free play outdoors and relationships with a particular place can establish emotional resilience and self-regulation.
| Item Type: | Book Chapter or Section |
|---|---|
| Note: | This chapter is taken from a paper originally published by Taylor & Francis in the journal 'Early Child Development and Care' - DOI 10.1080/03004430.2018.1446430. |
| Divisions: | School of Education |
| Research Centres and Groups: | Centre for Research in Early Childhood (REACH) |
| Related URLs: | |
| Date Deposited: | 20 Jan 2022 19:07 |
| Last Modified: | 16 May 2022 10:34 |
| URI / Page ID: | https://researchspace.bathspa.ac.uk/id/eprint/14501 |
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