![]() ![]() This association is mirrored, with research showing the social impact of education on health outcomes throughout the life course. Evidence demonstrates that healthier children have higher educational attainment. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.Ĭompeting interests: The authors have declared that no competing interests exist.Ī mutual relationship between health, wellbeing and education exists. Requests for access to the data may be directed to the College of Human and Health Sciences Research Ethics Committee, Swansea University by emailing This work was supported by the Economic and Social Research Council - EM - and National Centre for Population Health and Wellbeing Research. The participants did not consent to having their data publicly available. Ethical approval for this research study was granted by the College of Human and Health Sciences Research Ethics Committee, Swansea University (approval number 070117, email on the basis that participants’ data was only accessible by the research team. Data from this research study contain information that are identifiable at both the school and individual level. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.ĭata Availability: The data from this research study are not publicly available due to concerns of participant confidentiality. Received: JanuAccepted: Published: May 31, 2019Ĭopyright: © 2019 Marchant et al. Dalby, University of Westminster, UNITED KINGDOM ![]() (2019) Curriculum-based outdoor learning for children aged 9-11: A qualitative analysis of pupils’ and teachers’ views. However, embedding outdoor learning within the curriculum requires education inspectorates to place higher value on this approach in achieving curricular aims, alongside greater acknowledgment of the wider benefits to children which current measurements do not capture.Ĭitation: Marchant E, Todd C, Cooksey R, Dredge S, Jones H, Reynolds D, et al. Participants supported outdoor learning as a curriculum-based programme for older primary school pupils. Curriculum demands including testing and evidencing work were barriers to implementation, in addition to safety concerns, resources and teacher confidence. Pupils and teachers noticed improvements in pupils’ engagement with learning, concentration and behaviour, as well as positive impacts on health and wellbeing and teachers’ job satisfaction. ![]() This study found a variety of perceived benefits for pupils and schools. Schools introduced regular outdoor learning within the curriculum. Interviews and focus groups were conducted at baseline and six months into implementation. We examine the process of implementation to offer case study evidence through 1:1 interviews with headteachers (n = 3) and teachers (n = 10) and focus groups with pupils aged 9–11 (n = 10) from three primary schools. This study aimed to explore headteachers’, teachers’ and pupils’ views and experiences of an outdoor learning programme within the key stage two curriculum (ages 9–11) in South Wales, United Kingdom. This requires evidence into its acceptability from those at the forefront of delivery. However, its non-traditional means of achieving curricular aims are not yet recognised beyond the early years by education inspectorates. Outdoor learning is a pedagogical approach used to enrich learning, enhance school engagement and improve pupil health and wellbeing. An engaging curriculum that facilitates children in achieving their academic potential has strong implications for educational outcomes, future employment prospects, and health and wellbeing during adulthood. The relationship between child health, wellbeing and education demonstrates that healthier and happier children achieve higher educational attainment.
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