Learning that lingers: a retrospective study of an Aotearoa, New Zealand high-school’s compulsory outdoor programme

Abstract

Abstract

Abstract Retrospective research is a critical tool for informing educators about the long-term impacts of outdoor learning and the design of future programmes. In this article, we present the findings from Aotearoa, New Zealand research with 148 young women in their 20s. These young women completed a compulsory 28-day school outdoor programme when they were 14–15 years old. We used an alumnae survey to explore their long-term perspectives on this learning. The remote residential programme had four key learning goals: connecting with others, being brave and having adventures; acquiring life skills; and embracing new beginnings. Statistical analysis of the survey responses demonstrated that the majority of the young women in this study identified long-lasting learning from the programme. The participants recalled long-term learning that included forming meaningful friendships, developing independence, reducing wasteful practices, and persevering in the face of challenges. Reports of negative aspects revealed that outdoor learning and social living were uncomfortable and challenging for some. This retrospective research highlights important future considerations for remote, long-duration outdoor learning, such as how educators help students manage without devices and cope with mental health struggles in this environment. The majority of the young women in this study valued the programme’s focus on developing resilience, relationship building, conflict resolution, as well as how to implement sustainable practices in adolescence. The findings demonstrate the important role of retrospective research for understanding the ongoing influence of outdoor learning on participants’ lives and informing future learning.