Outdoor Learning in natural environments is a burgeoning approach in the educational sector. However, the evidence-base of research has not kept pace with teacher perceptions and increased practitioner usage. Anecdotal evidence and formal research suggest the significant health and wellbeing benefits of nature connection. Offering low-cost, non-invasive pedagogical solutions to public health challenges—particularly around mental health, wellbeing, physical literacy, and increasing physical activity–the pedagogical benefits of Outdoor Learning are yet to be fully enunciated. The proposed systematic review will search for studies across eight academic databases which measure the academic and socio-emotional benefits of Outdoor Learning, with a focus on school-aged educational settings. Using the inclusion criteria set out in this paper (and registered with PROSPERO: CRD42020153171), relevant studies will be identified then summarised to provide a synthesis of the current literature on Outdoor Learning. The goal of this review is to document the widespread international investigation into Outdoor Learning and its associated benefits for development, wellbeing, and personal growth. The systematic review will provide insights for teacher-training institutions, educational policy makers, and frontline teachers to improve the learning experiences of future students.

Background:The value of natural environments for developing children's self-identity and social skills has been known for some time, and more recently the potential of nature-specific (i.e., excluding built environments) outdoor learning for achieving academic outcomes has been explored. Connecting children with natural spaces has been shown to benefit their physical and mental health; however, the utility of nature-specific outdoor environments as a setting for curricular and non-curricular learning has yet to be clearly established. Our aim was to undertake a narrative synthesis of international evidence of nature-specific outdoor learning and its benefits for personal and social development, wellbeing and academic progress.MethodsThis systematic review searched publications between 2000 and 2020 in nine academic databases for evidence of socio-emotional and academic benefits of nature-specific outdoor learning in school-aged educational settings, using concise search criteria registered with PROSPERO. The total search results of 17,886 records were initially screened by title, and then two reviewers made blind reviews of the title and abstract of 1,019 records.Results147 original research studies meeting the criteria were identified. Learning settings ranged across outdoor adventure education, school gardens, field trips, and traditional school subjects taught in natural environments. Study characteristics were summarized, and risk-of-bias tools assessed quality of research as generally moderate, although with a wide range. The reported benefits of learning in natural outdoor settings include: increased student engagement and ownership of their learning, some evidence of academic improvement, development of social and collaborative skills, and improved self-concept factors.ConclusionsNature-specific outdoor learning has measurable socio-emotional, academic and wellbeing benefits, and should be incorporated into every child's school experience with reference to their local context. Teacher pre-service and in-service education needs to include a focus on how natural settings can be used effectively for learning. Further research is needed to clarify the conditions under which specific forms of outdoor learning are most efficacious for various target outcomes. It is recommended that future studies measuring outdoor learning adopt established methodologies to improve the quality of research in this field.Systematic Review Registrationhttps://www.crd.york.ac.uk/prospero/display_record.php?RecordID=153171.

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This paper explores a children's participatory photography research project that was conducted within a larger action research collaboration with a Thai nongovernmental organisation called the Foundation for Child Development. The project examined how Thai children experience play and sense of place at a children's centre located in an urban low-income congested community. The process provided insight into how the centre may become a meaningful place in children's lives through the ability to transform the space through their play, experience diverse playthings, interact with playmates, and feel a sense of safety. Guided by a cultural-ecological framework, the study contextualises children's play and indicates how globalisation and urbanisation are increasingly changing the landscape of childhood in Thailand. The findings suggest that future research which examines the impact of these patterns on children's play and play space can help inform policy and practice related to education, child development, and play space design. PreludeIn this paper, I experiment with the use of creative analytic practice (see Caulley, 2008; Richardson, 200; Vickers, 2008) by writing scenes based on details of fieldwork. My aim in creating this narrative is to transport the reader into the research experience; to visualise the community, to imagine playing at the Duangkae Centre, and to share in the learning that took place from this research collaboration.Nok rolled over, trying to block out the sounds coming in through the thin walls of the small one-room home she shared with her mother. The passage outside of their room was always busy in the early morning and Nok's wake-up call was a street concerto of yelling and laughter as the neighbours started their day, water splashing from the communal tap in the alley behind their room, and the occasional growl of a scooter as someone rushed off to work. This was all kept in time by the rhythmic beat of a knife chopping against a wooden cutting board. Nok didn't need to look beside her to know that her mother wasn't there. Every morning at sunrise her mother walked to the market to buy fruit that she would sell at the nearby railway station. Nok pulled herself up and slipped out the door. As she reached to pull her school uniform from the clothesline, she said good morning to her mother who was sitting on a stool beside the door slicing a fresh papaya. Without missing a beat, her mother pointed to a bowl of noodles and told her to eat quickly or else she would be late for school. Then, with a

There is an emerging body of literature that explores the impact of garden-based learning on health, well-being, social cohesion, and educational outcomes. In this paper, we examine a pilot study conducted in partnership with the Royal Botanic Gardens’ Youth Community Greening to implement a gardening program with disengaged youth. Data was collected through eldwork and semi-structured interviews, revealing ve interconnected themes: enhancing well-being and health literacy; building life skills; engaging students; connecting with adults; and increasing self- esteem. We conclude by showcasing some of the collaborative practices between educational contexts and communities to reveal how these partnerships can be mutually enhancing.

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