Using outdoor learning to augment social and emotional learning (SEL) skills in young people with social, emotional and behavioural difficulties (SEBD)

ABSTRACT

Under-developed social and emotional learning (SEL) skills limit educational progress and make it difficult for children and young people with social, emotional and behavioural difficulties (SEBD) to form effective relationships with peers and ADULTS. This paper focuses on an SEL intervention set within an outdoor learning context. The research was practitioner led and used an action research (AR) approach to implement and evaluate the SEL intervention. Research participants (aged 12–13 years) were recruited from a UK special school and were all considered to have SEBD. The paper provides evidence for the specific SEL skills that participation in outdoor learning can enhance. The evidence suggests that outdoor learning can be an effective approach for educators wishing to augment the SEL skills of young people with SEBD.

KEYWORDS:

• Social emotional and behavioural difficulties
• social and emotional learning skills
• outdoor learning

Acknowledgments

I would like to acknowledge the contribution of the late Dr Penny Lacey for her encouragement during the initial stages of the doctoral research and the patience, support and optimism of Professor Julie Allen and Neil Hall, academic supervisors to the project.

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Funding

The research was self-funded.

Notes on contributors

Alan Price

Dr Alan Price is a full-time teacher working in the special educational needs sector. He is also a part-time tutor for the Department of Disability, Inclusion and Special Needs, School of Education, University of Birmingham. His research interests include outdoor learning, social pedagogy, social theory and special educational needs.