Swings and roundabouts? Pupils’ experiences of social and academic well-being in education outside the classroom

Anna Holm Jørring; Mads Bølling; Glen Nielsen; Matt P Stevenson; Peter Bentsen

doi:10.1080/03004279.2019.1614643

Swings and roundabouts? Pupils’ experiences of social and academic well-being in education outside the classroom

Anna Holm Jørring, Mads Bølling, Glen Nielsen, Matt P Stevenson, Peter Bentsen

Idræt, individ & samfund

1 Citationer (Scopus)

Abstract

We investigated how pupils experience education outside the classroom (EOtC) as it relates to their social and academic well-being. A Danish 6th grade class were taught twice a week for nine months using EOtC. We sampled five academically low- and five high-achieving pupils from the class and conducted qualitative observations and interviews with those pupils. We found that EOtC can positively influence pupils’ social well-being regardless of academic level; however, the learning environment and required autonomy in EOtC may distract low-achieving pupils, particularly boys. Pupils’ academic level in the classroom was related to their academic well-being in EOtC and EOtC might strengthen academic exclusion. Therefore, we conclude that EOtC may not have an unambiguously positive influence on pupils’ social and academic well-being.

Originalsprog	Engelsk
Tidsskrift	Education 3-13
ISSN	0300-4279
DOI	https://doi.org/10.1080/03004279.2019.1614643
Status	Udgivet - 18 maj 2020

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10.1080/03004279.2019.1614643

Citationsformater

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abstract = "We investigated how pupils experience education outside the classroom (EOtC) as it relates to their social and academic well-being. A Danish 6th grade class were taught twice a week for nine months using EOtC. We sampled five academically low- and five high-achieving pupils from the class and conducted qualitative observations and interviews with those pupils. We found that EOtC can positively influence pupils{\textquoteright} social well-being regardless of academic level; however, the learning environment and required autonomy in EOtC may distract low-achieving pupils, particularly boys. Pupils{\textquoteright} academic level in the classroom was related to their academic well-being in EOtC and EOtC might strengthen academic exclusion. Therefore, we conclude that EOtC may not have an unambiguously positive influence on pupils{\textquoteright} social and academic well-being.",

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AU - Jørring, Anna Holm

AU - Bølling, Mads

AU - Nielsen, Glen

AU - Stevenson, Matt P

AU - Bentsen, Peter

N1 - CURIS 2019 NEXS 159

PY - 2020/5/18

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N2 - We investigated how pupils experience education outside the classroom (EOtC) as it relates to their social and academic well-being. A Danish 6th grade class were taught twice a week for nine months using EOtC. We sampled five academically low- and five high-achieving pupils from the class and conducted qualitative observations and interviews with those pupils. We found that EOtC can positively influence pupils’ social well-being regardless of academic level; however, the learning environment and required autonomy in EOtC may distract low-achieving pupils, particularly boys. Pupils’ academic level in the classroom was related to their academic well-being in EOtC and EOtC might strengthen academic exclusion. Therefore, we conclude that EOtC may not have an unambiguously positive influence on pupils’ social and academic well-being.

AB - We investigated how pupils experience education outside the classroom (EOtC) as it relates to their social and academic well-being. A Danish 6th grade class were taught twice a week for nine months using EOtC. We sampled five academically low- and five high-achieving pupils from the class and conducted qualitative observations and interviews with those pupils. We found that EOtC can positively influence pupils’ social well-being regardless of academic level; however, the learning environment and required autonomy in EOtC may distract low-achieving pupils, particularly boys. Pupils’ academic level in the classroom was related to their academic well-being in EOtC and EOtC might strengthen academic exclusion. Therefore, we conclude that EOtC may not have an unambiguously positive influence on pupils’ social and academic well-being.

KW - Faculty of Science

KW - Mental health

KW - Qualitative case study

KW - Academic motivation

KW - School-based outdoor learning

KW - Udeskole

U2 - 10.1080/03004279.2019.1614643

DO - 10.1080/03004279.2019.1614643

M3 - Journal article

SN - 0300-4279

JO - Education 3-13

JF - Education 3-13

ER -

Swings and roundabouts? Pupils’ experiences of social and academic well-being in education outside the classroom

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