The Effects of an Adventure Education Pilot Study on Social Emotional Learning, Resilience, and Physical Activity among High School Students

ABSTRACT

Background

Research on the effects of adventure education lessons on social emotional skills (SEL), psychological outcomes, and physical activity (PA) is limited.

Purpose

This study assessed the effectiveness of adventure education lessons in improving high school students’ SEL competencies, resilience, and PA.

Methods

95 10^th grade students (mean age = 15 ± .56) enrolled in a 90-minute adventure education class 2–3 times a week for 15 weeks during the winter/spring semester of 2022. Questionnaires measured SEL, resilience, and PA at pre- and posttest, while open-ended questionnaires were collected at the end of the semester. Data analysis involved descriptive statistics, paired t-tests, and constant comparison techniques.

Results

Results indicated significant increases in the total SEL scale (t = −2.00, p = .050), self-awareness (t = −2.07, p = .043), self-management (t = −2.67, p = .010), resilience (t = 5.69, p < .001), and vigorous PA (t = −4.13, p < .001) levels over time. Qualitative analysis revealed adventure education promotes communication, teamwork, and building transferrable skills leading to intra- and interpersonal growth.

Discussion

High school students saw improvements in SEL, resilience, and physical activity after participating in a semester-long adventure education curriculum.

Translation to Health Education Practice

The adventure education is useful in improving students’ SEL skills, developing resilience, and promoting PA.

Acknowledgments

The authors would like to thank their friends and families for their constant support during the research process as well as the study participants for their involvement.

Disclosure statement

No potential conflict of interest was reported by the author(s).