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

Sport, Individual & Society

1 Citation (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.

Original language	English
Journal	Education 3-13
ISSN	0300-4279
DOIs	https://doi.org/10.1080/03004279.2019.1614643
Publication status	Published - 18 May 2020

Keywords

Faculty of Science
Mental health
Qualitative case study
Academic motivation
School-based outdoor learning
Udeskole

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1080/03004279.2019.1614643

Cite this

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title = "Swings and roundabouts? Pupils{\textquoteright} experiences of social and academic well-being in education outside the classroom",

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

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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

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DO - 10.1080/03004279.2019.1614643

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ER -

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

Abstract

Keywords

UN SDGs

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