Expanding curricular outdoor learning: teacher-identified current practices and needs for support in schools in England

The benefits of school-based outdoor learning are well documented; however, there is limited research on the factors influencing teachers’ ability to integrate outdoor learning into the school day and the types of support they seek. This study explores these factors through a sequential mixed-methods design, involving a survey of educational professionals and focus groups with teachers in primary schools in England. The data analysis includes quantitative and qualitative methods to identify key enablers including strong school leadership, access to suitable outdoor spaces, a flexible approach tailored to the specific context, and teacher-determined priorities with ongoing professional development fostering collaboration and the sharing of best practices. These enablers address challenges such as limited resources, curriculum pressures, time constraints, funding issues, staffing levels, and lack of teacher confidence. To expand curricular outdoor learning effectively, teachers emphasise that support must align to the needs of each school, considering context, location, and development stage.