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Enhancing Emotional Regulation through Outdoor Education: An Action Research Project

This project explores the impact of Outdoor Education on emotional regulation in students. Data analysis showed improvements in emotional regulation for most students. The study has limitations due to a small sample size and other factors not considered in the data. Next steps include expanding the Outdoor Education program and collecting additional data. Acknowledgements to those who supported the project.

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Enhancing Emotional Regulation through Outdoor Education: An Action Research Project

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  1. Claire Cherrington Outdoor Education Action Research Project December 2018-July 2019

  2. Action Research Model Reference: Santally, M., Cooshna-Naik, D., Conruyt, N., and Wing, C. (2015). A Social Partnership Model to promote Educators’ Development in Mauritius through Formal and Informal Capacity-building Initiative. Journal of Learning for Development – JL4D, 2(1). Retrieved from http://www.jl4d.org/index.php/ejl4d/article/view/23/60

  3. Implementation

  4. Student 1 Outdoor Education

  5. Student 2 Outdoor Education

  6. Student 3 Outdoor Education

  7. Student 4 Outdoor Education

  8. Data Analysis • Students 1 and 2 demonstrated close relationship between Outdoor Education (OE) and improved emotional regulation (ER). • Student 1 had a pattern of reduced emotional dysregulation (ED) on the day of OE , with this continuing in subsequent days before re-escalating towards the end of the week. As a result of reflection on his data, where possible added additional OE to his week • Student 2 was known anecdotally to have improved ER during OE prior to 2019, so this was scheduled twice a week from the beginning of the week (initially bushwalking and surfing, then bushwalking twice/week). Days when he is on OE have demonstrably improved ER in the data • Student 3’s data demonstrates relationship between OE and marginally improved ER, however the very low number of instances of ED in his data means this may not have much significance. • Student 4’s data demonstrates a close relationship between steps walked and improved ER, however for her this was less related to being on OE

  9. Limitations of Research • 3 out of 4 students selected for research on basis of anecdotally improved emotional regulation while on Outdoor Education • Very small cohort (only 4 students) • Other factors not considered in data (meds changes, classroom changes, other life events etc.)

  10. Next steps? • Continue to develop Outdoor Education program across Giant Steps • Continue expanding Outdoor Education program throughout Primary • Expand distance/steps data to Laneway Program and those students in Primary participating in Outdoor Education • Add ‘week breakdown’ data to appropriate students who have ES and/or Engagement data (can cross check this information to inform Tier 1 Student Engagement Support)

  11. Acknowledgements & Thanks • Ben Bowen for his enthusiasm for & expertise in Outdoor Education, and providing distance data each week • All Clocktower staff for their support in providing data for the students in the project, enthusiasm and discussions around Outdoor Education and its challenges and highlights • Merrilyn, Leanne, Greg and Krystal for their diligence in ensuring the students wore the Fitbits (we only lost two!) • Caitlin Millauro for her help with excel • Erin Cowie for all her support with my Experienced Teacher project

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