Association of education outside the classroom and pupils’ psychosocial well-being: Results from a school year implementation

TY - JOUR

T1 - Association of education outside the classroom and pupils’ psychosocial well-being

T2 - Results from a school year implementation

AU - Bølling, Mads

AU - Niclasen, Janni

AU - Bentsen, Peter

AU - Nielsen, Glen

N1 - CURIS 2019 NEXS 018

PY - 2019/3

Y1 - 2019/3

N2 - Background: Education Outside the Classroom (EOtC) is a teaching method that is gaining traction, aiming to promote learning and well‐being. However, research on the association between EOtC and well‐being is limited. Methods: This quasi‐experimental trial involved pupils (9–13 years) from 16 Danish public schools which implemented EOtC in some classes. Pupils (N = 511) from 27 classes were regularly exposed to EOtC (2–7 hours per week), and pupils (N = 120) from 7 parallel comparison classes were much less exposed (less than 2 hours per week). The pupils' psychosocial well‐being was measured at the beginning and end of the school year using the Strengths and Difficulties Questionnaire. The results were compared between the groups. Results: Pupils regularly exposed to EOtC showed the greatest improvement in prosocial behavior. Negative associations were seen between EOtC and hyperactivity‐inattention and peer problems in pupils of low socioeconomic status (SES). The observed improvements were smaller when the EOtC was spread over a larger number of sessions. Results were independent of sex. Conclusions: Regular exposure to EOtC was found to promote social well‐being, especially for pupils of low SES, and was most beneficial when concentrated in fewer, longer sessions.

AB - Background: Education Outside the Classroom (EOtC) is a teaching method that is gaining traction, aiming to promote learning and well‐being. However, research on the association between EOtC and well‐being is limited. Methods: This quasi‐experimental trial involved pupils (9–13 years) from 16 Danish public schools which implemented EOtC in some classes. Pupils (N = 511) from 27 classes were regularly exposed to EOtC (2–7 hours per week), and pupils (N = 120) from 7 parallel comparison classes were much less exposed (less than 2 hours per week). The pupils' psychosocial well‐being was measured at the beginning and end of the school year using the Strengths and Difficulties Questionnaire. The results were compared between the groups. Results: Pupils regularly exposed to EOtC showed the greatest improvement in prosocial behavior. Negative associations were seen between EOtC and hyperactivity‐inattention and peer problems in pupils of low socioeconomic status (SES). The observed improvements were smaller when the EOtC was spread over a larger number of sessions. Results were independent of sex. Conclusions: Regular exposure to EOtC was found to promote social well‐being, especially for pupils of low SES, and was most beneficial when concentrated in fewer, longer sessions.

KW - Faculty of Science

KW - Mental health

KW - Outdoor learning

KW - School-based outdoor education

KW - School-based health promotion

KW - Udeskole

U2 - 10.1111/josh.12730

DO - 10.1111/josh.12730

M3 - Journal article

C2 - 30637746

SN - 0022-4391

VL - 89

SP - 210

EP - 218

JO - Journal of School Health

JF - Journal of School Health

IS - 3

ER -