If someone were to ask you what springs to mind when they say ‘Outdoor Education’, how would you reply?  Your answer will probably depend on personal experiences and the extent of your participation in outdoor programmes. Often, our first thoughts are about the physical activities involved – students getting outside, camping, going bush and immersing themselves in the natural world, challenging themselves, connecting with the landscape and learning from the environment.

Yes, that’s part of it.

But another important aspect of outdoor education that is often overlooked or perhaps underestimated, are the connections formed by participants with their peers, their teachers, their colleagues and the volunteers on camp. The human connections formed through participation in outdoor education programmes are just as fundamental and valuable as the connections to nature.

Stepping outside the four walls of the classroom and interacting with each other in a fresh, often challenging environment, can mean we see a new side to those we thought we were already familiar with. This can lead to new friendships, a deeper level of respect and a group camaraderie that wouldn’t have otherwise been realised.

The value of these connections for youth are particularly significant when we consider the scale and prevalence of bullying in our communities. According to the OECD’s latest three-yearly survey as part of the Programme for International Student Assessment (Pisa) carried out in 2015, New Zealand has the second-highest rate of bullying out of 51 countries.

We only need to think back to our own childhood, to know that friendships play an important role during adolescence. Research suggests that young people who feel valued and comfortable with their peer groups have fewer behavioural problems. Peer social support is also a protective factor for young people’s mental health, buffering young people from feelings of anxiety and alienation.

So whilst we marked Pink Shirt Day on Friday, we reflected on the positive impact outdoor education can have on students – both in their relationships with each other and their teachers. We wholeheartedly believe the human connections promoted through outdoor education can help to make a difference.

‘Team challenges required us to work together and listen to each other while learning each other’s strengths and weaknesses. Encouragement was very common among all groups. This gave everyone confidence so we could complete challenges and our conquer fears. We were introduced to our teachers and year level dean….I established many friendships that I still have now five years onwards”. – POET Student

“Taking responsibility and delivering a programme when tired, wet, under pressure builds resilience and increases self awareness and self confidence. Results in stronger vertical year group relationships which encourages family feel and mutual support. Teacher-student leaders build strong relationships as teachers see these students operating in a position of responsibility – back at school teachers expect and receive more in the classroom….. Student leaders become frustrated by poor behaviour of students (not listening etc) and realise for the first time how their own poor behaviour back at school in the classroom limits their learning and that of those around them.” – POET Teacher

I found the position to be challenging and hard work but very enjoyable. I felt valued as a team member and very much appreciated. I got a chance to build a rapport with students that I may never have otherwise had the opportunity to. Also, I became aware of certain students that need to be able to come to a safe place at school such as the library where I normally work. I was able to have fun with the students and they saw me in a different light.” – POET Volunteer