ATSEGS: Adventure Therapy for Social-Emotional Growth in Schools

In today’s educational environments, ensuring the emotional well-being of students has become increasingly complex. Factors such as chronic stress, mental health challenges, academic pressures, and social dynamics like bullying significantly impact students’ academic performance and personal growth. Since the screen time in school life increases, the relationships in class as a unit becomes more fragmented, ties to each other weaker. As teachers and educators, we hold the responsibility of creating safe, supportive spaces for the class that foster both social-emotional development and a sense of belonging.

This methodology explores practical tools and strategies grounded in experiential learning and Adventure Therapy, focusing on the social-emotional development of students in outdoor settings. By integrating nonviolent communication (NVC) and addressing group dynamics through frameworks such as Tuckman’s stages of group development, we aim to enhance classroom relationships and well-being. Through outdoor learning and structured group activities, students can strengthen their emotional wellbeing, sense of belonging as well as to develop the competencies outlined in the CASEL model, including self-awareness, relationship skills, and responsible decision-making.

This methodology, based on a rich theoretical background as well as on insights from practical standpoint and feedback “from the field” from teachers and practitioners, offers educators insights into how nature-based learning can provide holistic support for students, improving not only their academic outcomes but also their emotional and social well-being, helping with conflict resolution int class and integration the children with the special needs. Through this approach, we hope to empower educators to use the natural surroundings as a perfect learning environment and space for activities where students can feel more connected to each other, supported, and able to thrive.

The Methodology consists of four parts:

Analyzing the school and class context through the lens of social emotional health.
Exploring, how natural surrounding can influence children emotional health and how class can benefit by spending time outdoors.
Analyzing concrete steps – what teachers and educators should know by brining classes outdoors?
Practical tools and advices for taking class outdoors.

This methodology is prepared in the framework of ATSEGS (Adventure Therapy for Social-Emotional Growth in Schools) international project and will be used as the main theoretical and methodological background for further steps in the project: creation of interactive platform and experiential tasks as well as one of the sources for training material for the teachers to bring their groups outdoors.

Part 1: Students‘ well-being at school

The well-being of students in school is a multifaceted issue that encompasses both joyful experiences and significant challenges. While many young people encounter temporary difficulties—such as peer conflicts or family changes—others face persistent stressors that can deeply affect their mental health and academic success. Factors like chronic stress from home, disabilities, and mental health issues play a crucial role in shaping students’ experiences. Notably, bullying has emerged as a predominant chronic stressor during adolescence, a time when peer relationships are particularly formative. Research indicates that the impacts of bullying extend far beyond immediate effects, contributing to long-term psychological challenges, especially among girls.

Additionally, the academic pressures students encounter can exacerbate these challenges, leading to heightened stress and diminished self-esteem. This cycle of stress can hinder both personal development and academic achievement, particularly for those with disabilities, who often face additional obstacles rooted in societal stigma. The complex interplay of these factors highlights the need for effective interventions aimed at fostering student well-being within educational environments. This text aims to explore these challenges and identify strategies that educators can implement to create supportive and nurturing classrooms that prioritize the well-being of all students.

Different stressors: from challenges at home to bullying at school

Many students encounter temporary challenges such as conflicts with peers, divorce, or personal losses. However, some students face chronic stressors that significantly impact their mental well-being, such as poverty, community violence, or abuse at home (Rossen & Cowan, 2014). According to the research, bullying is recognized as a central chronic stressor in the lives of school-aged children. Especially during adolescence, peer relationships become a crucial aspect of life, so it’s not surprising that experiencing school bullying can be a major source of chronic stress (Östberg, Låftman, et al., 2018) (Vanaelst et al., 2012).

Sadly, research has shown that bullying is not only strongly linked to short-term psychological health issues for both boys and girls (ages 10-18), but it also indicates that, for girls, exposure to bullying can predict psychological complaints even a decade later. Women aged 20 to 28 who were bullied in school, compared to those who were not bullied, were significantly more likely to experience psychological complaints, such as anxiety and/or depression. Interestingly, according to the authors, association between bullying and psychological health issues could not be explained by socioeconomic factors and it was more related with deficits in social resources more generally and negative self-image. Those girls who had mental issues alongside bullying, did not only suffer in relationships with peers but also tended to have deficient relations with adults – parents and teachers (Östberg, Modin, et al., 2018). So, the lack of supportive relationships, combined with the chronic stress related to bullying, can significantly contribute to mental health issues.

Academic stress and low self-esteem

Every student experiences some levels of stress while learning and facing academic challenges. Stress is a natural part of the learning process, and when managed well, it can motivate students to achieve their goals and perform at their best (Gupta, 2020). However, some students consistently experience higher levels of stress when facing various academic problems, such as examination stress, disinterest in attending classes or inability to understand the subject. Academic stress is mental distress associated with frustration related to academic failure. For some students, the academic demands — such as exams, class participation, the pressure to demonstrate progress in subjects, and meeting the expectations of teachers or parents — can exceed their capabilities and become overwhelming. As a result, students can be under constant stress, which negatively affects not only their academic performance and results but also their mental and physical health (Ghatol, 2017; Nikitha et al., 2014). Research shows that academic stress is one of the major sources of stress among teenagers and may also lead to low self-esteem, which in turn can lead to mental health problems such as depression or even suicide (Nikitha et al., 2014).

Disabilities

Various disabilities and health impairments are also an important factor that can affect students’ well-being, abilities to reach academic goals and functioning at school in general. Whether we are referring to learning, mobility, sensory, or other health impairments, it’s important to note that the challenges students with disabilities face are not only due to the disability itself. Social stigma also plays a significant role in shaping their experiences, often adding additional barriers to their educational journey (Kimball et al., 2016).

Mental health issues

Mental health issues are significantly related to students’ well-being at school. Some students face more challenges at school due to their mental health conditions such as depression, generalized anxiety disorder, attention-deficit/hyperactivity disorder and other emotional-behavioural disorders. These mental health issues, whether linked to the chronic stressors mentioned above or not, can significantly affect students’ ability to learn and engage socially, making it harder for them to thrive in educational settings (Rossen & Cowan, 2014).

Focusing on what is within the teachers’ power

When considering ways to improve students’ well-being, it can be useful to take all the factors mentioned above into account. However, we believe that the support for the students should be comprehensive and involve the collaboration of various specialists. There are factors that teachers have limited control over, such as socio-economic challenges at home, various disabilities, or mental health disorders. In this project, by creating this methodology, we would like to focus on what teachers can do to enhance students’ well-being and reduce the negative impact of the challenges mentioned above. We suggest that consciously making efforts to strengthen the ties between students and foster their sense of belonging could significantly contribute to their well-being.

In our understanding, class is more than a collection of individuals brought together to reach academic goals. Class is a dynamic group where students interact, share experiences, and learn how to collaborate. Lessons about life and relationships are an inevitable and essential part of everyday classroom experience. We believe that the connections students form within this group can profoundly influence their personal growth and academic success. The quality of relationships in the classroom is crucial, as positive connections can significantly support individual success, while negative dynamics may hinder personal growth and achievement.

Research that gathered data from 67 focus groups (606 primary and secondary school students) showed that students identified relationships with self, teachers, friends, peers, and significant others as central to their wellbeing (Powell et al., 2018). When students have at least a few classmates who like them, they feel more secure and are more successful in reaching both their individual and group goals. In general, what students think about themselves is largely shaped by the continuous feedback they receive from the people they interact with at school—both peers and adults.

As students navigate their classroom dynamics, they often progress through Tuckman’s stages of group development: forming, storming, norming, performing, and adjourning. In the forming stage, students begin to build relationships, establishing a sense of belonging and understanding one another. During the storming phase, conflicts arise as individuals assert their personalities and opinions, which is a natural part of developing a cohesive group. Addressing these conflicts is vital, as interpersonal needs and desires must be acknowledged for the group and every member to thrive. Ultimately, when the group reaches the norming stage, students develop stronger bonds and shared expectations, enhancing collaboration and support. In the performing phase, the class can effectively work together, maximizing each student’s potential (Tuckman, 1965) .

Every classroom member wants to feel included, loved, and influential; they seek respect and a sense of importance. If these needs are met within the classroom, students are more likely to feel a strong sense of belonging, which can bring many benefits that we will explore in more detail (Schmuck & Schmuck, 1975).

A sense of belonging and how can it contribute to students’ well-being?

The strength of relationships is closely tied to the important concept of a sense of belonging. Belonging in this context can be defined as “students’ sense of being accepted, valued, included, and encouraged by others (teachers and peers) in the academic classroom setting and of feeling oneself to be an important part of the life and activity of the class” (Goodenow, 1993, p. 25). When students feel that they belong to the classroom, it has positive effects both for their academic performance and their social and psych emotional well-being.

The need for relatedness is a basic psychological need. When this need is met, it leads to numerous positive outcomes for students’ academic performance. For example, students tend to enjoy school more and are more actively engaged in the learning process (Osterman, 2023). Research also indicates that students‘ sense of belonging is positively associated with a higher level of academic motivation, improved learning and academic results (Darling-Hammond, 2018; Neel & Fuligni, 2013). Moreover, students who feel that there are people at school who care about them and respect them are less likely to skip lessons or drop out of school (Croninger & Lee, 2001; Hallinan, 2008).

A sense of belonging is also linked to how students perceive themselves and others (both peers and adults) – those with a stronger sense of belonging tend to have more positive attitudes toward both (themselves and others) and are more likely to engage with others in supportive and constructive ways (Osterman, 2023). There is also evidence that stronger sense of connection with school is also associated with lower levels of depressive symptoms, suicidal thoughts and attempts, social anxiety, and sexual activity, as well as higher levels of self-esteem and more adaptive use of free time (Foster et al., 2017). Research also shows that when students feel a strong connection to their school, absenteeism, fighting, bullying, vandalism, and health-risk behaviours (such as cigarette smoking, drinking, marijuana use) decrease, while acceptance of authority and empathy for others increase (Foster et al., 2017; McNeely et al., 2002; Osterman, 2023; Blum, 2005).

In contrast, experiencing a sense of rejection is linked to emotional distress and a wide range of behavioural, social, emotional and academic challenges (Osterman, 2023). For example, experiencing a lack of belonging can lead to anxiety, depression, loneliness, alienation, poor psychological adjustment, behaviour problems, low self-esteem, substance abuse (Booker, 2007; Demanet & Van Houtte, 2012).

So, actively making efforts to foster a sense of belonging among students could significantly enhance their mental, social, and academic well-being. This raises an important question: how can we strengthen social ties at school and in this way increase students’ sense of belonging? It must be said that there is much more than one way to improve the sense of belonging between children in the classroom. In the framework of this project and particular methodology, we suggest that actively implementing activities in natural environments (outdoor activities) can help students to improve and gain social and emotional skills. We will further clarify what we mean by ‘social and emotional skills,’ and later, we will describe how the process of taking a group outdoors should look like.

When discussing students’ social competence, we may have similar concepts in mind but use different terminology. Various terms are used to define social competence, including social skills, soft skills, personal adjustment, social functioning, social behavior, social and emotional intelligence, and one of the most prevalent in recent literature—social-emotional learning (SEL). Although these terms have evolved from different disciplines and frameworks, they relate to similar constructs (Gresham et al., 2020).

In this methodology, we have chosen the SEL model developed by CASEL as our reference framework for conceptualizing and categorizing social and emotional competencies. This model encompasses the critical aspects of social and emotional skills outlined in other major theoretical models and is widely accepted in both practice and research as a framework for understanding children’s and adolescents’ social and emotional skills (Martinez-Yarza et al., 2023).

Another key approach integrated into this project and methodology is Nonviolent Communication (NVC). This peaceful method emphasizes connecting with feelings and needs. NVC will serve as a foundational language for describing tasks, fostering an understanding of emotions, and teaching children to articulate their feelings honestly, both to themselves and their classmates.

Additionally, NVC plays a crucial role in preparing teachers for engaging with their students. It encourages educators to first connect with their own feelings and needs, reflecting on these emotions before interacting with the class. By cultivating this self-awareness, teachers can remain attuned to their own experiences while guiding the group, enriching their interactions and facilitating the group’s reflective process, ultimately enhancing the overall learning environment.

According to CASEL, Social Emotional Learning (SEL) is defined as “the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions, achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions” (CASEL, n.d.).

Collaborative for Academic, Social, and Emotional Learning (CASEL) model (also known as CASEL 5) addresses five broad and interrelated areas of social and emotional competence:

Self-awareness refers to understanding one’s emotions, thoughts, and values, and how they affect behavior. This also includes recognizing your own strengths and limitations, with a strong sense of confidence and purpose.
Self-management involves the ability to effectively manage one’s emotions, thoughts, and behaviors in different situations in order to achieve desired goals and aspirations. To be able to do this, it’s important to gain planning and organizational skills and to learn how to manage stress, delay gratification, self-motivate, show courage and take initiative.
Social awareness refers to the abilities to understand different perspectives and empathize with others, including those from diverse backgrounds, cultures, and contexts. It can manifest as recognizing strengths in others, demonstrating compassion, showing concern for their feelings, and expressing gratitude, etc.
Relationship skills are the abilities to establish and maintain healthy and supportive relationships with diverse individuals in various contexts. These skills include effective communication, such as expressing oneself clearly and practicing active listening. Relationship skills also involve the ability to navigate conflicts and solve problems constructively, seek or offer support when needed, demonstrate leadership in a group, and collaborate with others to achieve group goals.
Responsible decision-making involves the skills needed to make thoughtful and constructive choices regarding personal behavior and social interactions in a variety of situations. This includes the ability to consider ethical standards and safety concerns, evaluate the potential benefits and consequences of different actions, and understand how these choices impact personal and collective well-being (CASEL, n.d.).

In the following text, we will discuss the reasons why we suggest teaching these competencies outdoors rather than indoors. We will also explore each competence in greater detail and discuss how integrating nature can foster the development of each social and emotional competence, strengthen relationships between students, and enhance their sense of belonging.

Part 2: Nature as context, outdoor group activities and adventure therapy

The world is full of wonderful places to learn, but we believe the greatest opportunities for growth are outdoors. Nature offers countless lessons for learners and educators alike. The outdoor setting encourages us to reimagine the learning process and transform personal development.

Most students desire to move. Holding classes indoors usually feels like a limitation to this desired movement. Students must move around within a limited space or sit in the same position for hours during indoor classes. This redundancy can potentially reduce the concentration span. Morale for learning also decreases after a few hours in an indoor class.

As urbanization and technology increasingly dominate our landscapes and lifestyles, many educational facilities are becoming more and more sterile. However, the presence of green or natural spaces in schools has become more important than ever. Not only do these spaces offer aesthetic value, but they also contribute significantly to the physical, psychological, and educational well-being of students.

Studies are showing us that holding classes outdoors presents an excellent opportunity for growth, creativity, appreciation of nature, and improved physical and mental health. It can be argued that interacting outdoors is highly beneficial for their overall development and well-being. The importance of outdoor activities lies in their ability to provide Experiential Learning, social bonding, emotional growth and environmental awareness.

As we already said, we would like to explore nature itself, how activities in nature can influence students personal and social-emotional development, academic success, also their general well-being and sense of belonging. We will then explore how Adventure Therapy and Experiential Learning can bring forth greater efficiency in achieving those goals.

What are the benefits of going outdoors?

Let’s start talking about the benefits of nature contexts that extend beyond mere relaxation. They involve complex interactions between humans and their environment, fostering holistic development. In this text we will explore the multifaceted benefits of nature contexts, particularly in educational settings, supported by academic research and theoretical frameworks. There is widespread agreement among scientists regarding the positive effects of exposure to nature and engaging in outdoor physical activities on students’ health and learning outcomes (Freire, 2011; Blanco, 2012).

General benefits

Nature contexts offer a wide range of benefits that significantly enhance cognitive, social, emotional, mental health issues and physical development. From improving attention and academic performance to fostering social skills, emotional resilience, and environmental stewardship, the positive effects of interacting with nature are profound. In educational settings, these benefits are particularly valuable, as they promote holistic development and help students thrive both inside and outside the classroom. As research continues to underscore the importance of nature in human development, it is essential that educators and policymakers find ways to integrate natural environments into learning experiences for all students.

We now present some specific benefits of a nature context:

Enhanced Learning Outcomes

Outdoor learning often leads to improved academic performance. Engaging students in experiential activities, like scientific exploration or historical field trips, makes lessons more memorable and meaningful. According to Dillon et al. (2006), students who participated in outdoor learning programs exhibited higher test scores and increased enthusiasm for learning. This hands-on approach also helps bridge the gap between theory and practice, making abstract concepts more tangible.

Boosting Social and Teamwork Skills

Outdoor activities often require teamwork, collaboration, and communication, fostering social skills among students. These experiences allow students to form closer bonds with their peers, promoting a sense of community and cooperation. Studies show that learning in natural settings encourages cooperative problem-solving, which can improve students’ social relationships and collaborative abilities (Rickinson et al., 2004).

Improved Mental and Physical Health

Spending time outdoors has been linked to better mental and physical health. Nature-based learning activities can reduce stress, anxiety, and symptoms of attention-deficit disorders (ADHD) in students (Louv, 2008). Physical activity in natural environments encourages fitness, and exposure to sunlight helps boost mood and vitamin D levels, which are crucial for health and well-being.

Increased Environmental Awareness

Learning outdoors fosters a greater appreciation for the environment. As students engage with nature, they develop a deeper understanding of ecological systems and conservation. This awareness cultivates environmental stewardship and a sense of responsibility for the planet. According to research by the North American Association for Environmental Education (NAAEE, 2010), students who participate in outdoor learning programs demonstrate more environmentally responsible behaviors.

Encouraging Creativity and Problem-Solving

Being outdoors stimulates creativity by presenting students with diverse, open-ended challenges that require innovative solutions. Unstructured time in nature allows children to explore, imagine, and experiment, contributing to their cognitive flexibility and creative thinking (Louv, 2008). Outdoor environments can act as a blank canvas, fostering curiosity and encouraging children to engage in problem-solving activities in a dynamic, hands-on way.

Promoting Resilience and Confidence

Outdoor activities often involve new challenges, such as navigating trails or completing physical tasks, which help build resilience and self-esteem. Overcoming these challenges in a supportive group setting allows students to push their limits and develop a stronger sense of self-efficacy. The Forest School approach, which emphasizes regular outdoor learning, has been shown to significantly boost children’s confidence, social skills, and emotional resilience (O’Brien & Murray, 2007).

Benefits for taking groups and classes to the outdoors

When a group steps into the open air, they are met with the vitality of nature itself—a vital energy that stimulates not only the body but also the spirit. Research has shown that simply being outdoors reduces stress levels and enhances mental clarity. Ulrich et al. (1991) famously demonstrated that exposure to natural environments fosters recovery from stress, while Pretty et al. (2007) noted that physical activity in green spaces elevates mood and boosts overall mental health. The act of stepping outside becomes a balm for the modern mind, an antidote to the often stifling atmosphere of indoor settings.

Beyond the physiological and psychological benefits just explored, the outdoor environment creates a canvas for deeper human connections. In the absence of walls, the barriers that often divide individuals dissolve. A sense of egalitarianism emerges, where titles and roles lose their weight, and individuals can engage with one another on a more personal and authentic level. Outdoor settings foster an atmosphere of collaboration, as Beames et al. (2012) noted, where groups find themselves engaging more freely, building trust through shared experiences. This shift encourages teamwork and empathy, as the natural environment levels hierarchies, inviting everyone to contribute their unique voice to the collective dialogue.

Impact of outdoors activities for the class:

Enhanced Collaborative Learning and Group Cohesion.

Nature settings provide an ideal environment for promoting collaborative learning and fostering a strong sense of group cohesion. Outdoor activities often require students to work together to solve problems, complete tasks, or navigate challenges in a natural setting. These experiences encourage teamwork, communication, and the development of leadership and interpersonal skills (Rickinson et al., 2004). Working in nature requires students to rely on each other’s strengths and abilities, promoting a more equitable and inclusive classroom dynamic where all members contribute to the group’s success.

Additionally, nature contexts reduce the social hierarchies that can emerge in traditional classroom settings. Natural environments are typically more open and less structured, less stress that allowing students to interact more freely and organically. This can lead to stronger relationships within the group and a sense of belonging, as students bond over shared experiences and work together in a supportive atmosphere. Research has shown that outdoor education programs, such as forest schools, promote group identity and improve peer relationships by offering students opportunities to connect in non-competitive, low-pressure environments (O’Brien & Murray, 2007).

Class groups exposed to nature-based activities demonstrate improved social-emotional skills, including empathy, cooperation, and emotional regulation. Nature provides a calming environment that reduces stress and anxiety, which in turn supports better emotional self-regulation. This is particularly important for class groups, where emotional outbursts or behavioral problems can disrupt the learning process. Studies show that time spent in nature helps students manage their emotions more effectively, resulting in fewer behavioral issues and a more harmonious classroom environment (Louv, 2008).

Moreover, nature contexts encourage empathy and social awareness, as students engage with living organisms and ecosystems, developing a sense of responsibility toward their surroundings. This empathy extends to their peers, as students are more likely to collaborate, help each other, and engage in positive social interactions in nature. As Rickinson et al. (2004) suggest, outdoor learning environments often lead to increased social support within the group, fostering trust and mutual respect among students.

Increased Motivation and Engagement

Class groups tend to show increased motivation and engagement when learning takes place in nature contexts. Nature offers a stimulating and dynamic environment that captures students’ interest and curiosity. This is particularly relevant in the context of Experiential Learning, where students can directly interact with the natural world, making learning more tangible and meaningful (Beames, Higgins, & Nicol, 2012). For example, a science lesson taught outdoors in a garden or forest allows students to observe ecological processes firsthand, deepening their understanding of concepts that might seem abstract in a traditional classroom.

The hands-on, interactive nature of outdoor learning also caters to different learning styles, making it more inclusive for a diverse class group. Students who may struggle with conventional, lecture-based instruction often thrive in more active, participatory settings. The natural environment allows for a variety of sensory experiences-visual, auditory, tactile-that engage students on multiple levels, leading to deeper learning and retention of information (Atchley, Strayer, & Atchley, 2012).

Physical Health and Well-Being

Nature contexts also contribute to the physical health and well-being of class groups. Outdoor activities encourage movement, physical exercise, and play, which are essential for students’ physical development and overall health. Regular physical activity, such as walking, running, climbing, or gardening, helps students develop stronger muscles, bones, and cardiovascular health (Janssen & LeBlanc, 2010). In a classroom setting where students often spend hours sitting at desks, outdoor learning breaks the cycle of sedentary behavior and promotes a more active, healthy lifestyle.

Physical health is closely linked to mental and emotional well-being. Time spent in natural environments has been shown to reduce stress, improve mood, and alleviate symptoms of anxiety and depression (Bratman, Hamilton, & Daily, 2015). This positive impact on mental health leads to a more positive classroom atmosphere, where students feel more energized, focused, and ready to learn. For class groups, this translates into fewer absences due to illness, increased participation, and overall better performance.

Cognitive Benefits and Academic Performance

The cognitive benefits of nature for class groups are well-documented. Nature contexts enhance cognitive functioning by improving attention, memory, and problem-solving skills. Kaplan’s (1995) “Attention Restoration Theory” suggests that natural environments help restore depleted attention and cognitive resources, making students more capable of focusing on academic tasks. Class groups that spend time in nature often show improved concentration and reduced cognitive fatigue, which leads to better academic performance, particularly in subjects that require sustained attention and critical thinking.

Additionally, nature stimulates creativity and innovation. Outdoor learning encourages students to think critically and creatively as they interact with the environment. For example, students might explore how different ecosystems function, engage in creative problem-solving activities, or use natural materials to create art or solve engineering challenges. Research by Atchley, Strayer, and Atchley (2012) suggests that time spent in nature enhances creative reasoning and cognitive flexibility, both of which are essential for academic success.

Environmental Awareness and Stewardship

For class groups, one of the long-term benefits of learning in nature contexts is the development of environmental awareness and a sense of stewardship for the planet. When students regularly engage with natural environments, they develop a deeper connection to the world around them and a greater understanding of ecological systems. This fosters a sense of responsibility for protecting the environment and making sustainable choices (Orr, 2004). Class groups that participate in nature-based activities are more likely to engage in discussions about environmental issues, such as climate change, biodiversity loss, and conservation, promoting civic-mindedness and responsible decision-making.

By integrating environmental education into the curriculum, teachers can help students develop a lifelong commitment to sustainability. This not only benefits the class group by promoting ethical decision-making but also has broader implications for society, as students grow into environmentally conscious citizens.

As we could see the benefits of nature, particularly in educational settings, align with several prominent frameworks for social, emotional, and cognitive development. One of the most influential models in social-emotional learning (SEL) is the CASEL (Collaborative for Academic, Social, and Emotional Learning) model. As we already said before this model highlights five key competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (CASEL, 2020).

The integration of nature into education supports the development of these competencies, while also fostering a sense of belonging and stronger relationships. Moreover, these benefits reflect the foundational understanding discussed earlier about how nature positively affects cognitive function, physical health, and social-emotional well-being. Here we will explore the connections between the benefits of nature, the CASEL framework, and the importance of relationships and belonging, talking about each five key competencies:

Self-Awareness

Self-awareness refers to the ability to recognize one’s emotions, thoughts, and values and understand how they influence behaviour. Nature contexts inherently promote self-reflection and mindfulness, which are essential to developing self-awareness. Studies have shown that time spent in nature can help individuals become more attuned to their emotional and psychological states. For example, Bratman et al. (2015) found that spending time in natural environments reduces mental rumination, a tendency to dwell on negative emotions, thereby promoting emotional clarity and well-being.

In an educational context, nature-based activities, such as quiet reflection in a natural setting or journaling about experiences in the outdoors, allow students to connect with their inner selves. This supports their ability to process emotions, develop a positive sense of self, and build emotional resilience. Nature provides a calm and non-judgmental space that helps students engage in self-discovery, which is foundational to self-awareness (Korpela et al., 2014). These benefits align with the CASEL model’s emphasis on fostering emotional intelligence and self-reflection.

Self-Management

Self-management involves regulating one’s emotions, thoughts, and behaviours in different situations, and effectively managing stress. Exposure to nature has been shown to reduce stress, improve mood, and enhance emotional regulation. Kaplan’s (1995) “Attention Restoration Theory” suggests that time spent in natural environments helps restore mental energy and reduce cognitive fatigue, which supports better emotional control and stress management.

Nature contexts provide a less structured and more flexible environment for students to practice self-regulation. In a natural setting, students often face challenges—such as navigating trails, handling outdoor tasks, or dealing with changing weather—that require patience, adaptability, and problem-solving. These experiences help students learn to manage their emotions and impulses more effectively. A study by Barton and Pretty (2010) demonstrated that even brief exposure to nature significantly improved mood and reduced anxiety, which directly supports students’ ability to manage stress in academic settings. Thus, the natural environment can be a powerful tool in developing the self-management competency within the CASEL framework.

Social awareness is the ability to empathize with others and understand diverse perspectives, like disabilities. Nature-based experiences encourage students to work together, collaborate, and share a common space, fostering empathy and social connection. Being in nature often requires students to work collectively on projects or outdoor tasks, helping them understand the needs and feelings of others. Rickinson et al. (2004) observed that outdoor learning environments tend to create stronger peer relationships, as students interact in more open and cooperative ways.

Furthermore, nature can help students develop a broader sense of empathy, not only toward their peers but also toward the environment and other living organisms. Studies have shown that students who engage with nature develop a heightened sense of environmental responsibility and a deeper appreciation for ecological diversity (Orr, 2004). This form of empathy aligns with the CASEL model’s focus on social awareness, as it fosters a sense of interconnectedness with both people and the natural world.

Relationship Skills

The development of relationship skills, which include communication, cooperation, and conflict resolution, is another critical component of the CASEL model. Nature contexts provide an ideal setting for cultivating these skills. Outdoor activities often involve teamwork and require students to rely on each other to achieve shared goals. For example, outdoor education programs like forest schools often emphasize group work and collaboration in nature, which promotes stronger interpersonal relationships and communication skills (O’Brien & Murray, 2007).

Moreover, nature offers opportunities for students to engage in unstructured play, where they can form bonds through shared experiences and challenges. These interactions can lead to more meaningful connections and trust among peers, fostering a deeper sense of belonging within the group. Louv (2008) suggests that nature serves as a “neutral space” where students feel less pressure from social hierarchies and more freedom to connect authentically with others, thus enhancing relationship skills and group cohesion.

Responsible Decision-Making

Responsible decision-making refers to making ethical, constructive choices about personal and social behavior. Nature contexts inherently promote responsible decision-making, as students must often navigate unfamiliar situations and environments that require thoughtful planning, risk assessment, and consideration of the impact of their actions. For example, when students participate in outdoor activities such as hiking or camping, they must make decisions that prioritize safety, sustainability, and cooperation with others.

Furthermore, nature fosters an understanding of the consequences of one’s actions on the environment, encouraging students to make decisions that are environmentally responsible. Orr (2004) highlights the importance of environmental education in shaping students’ attitudes toward sustainability, noting that direct interaction with nature helps students internalize the importance of making responsible, eco-friendly choices. This aligns closely with the CASEL model’s emphasis on fostering ethical responsibility and civic-mindedness through education.

Belonging and Community Connection

One of the most profound benefits of nature is its ability to foster a sense of belonging and connection to both people and place. Belonging is a fundamental human need, and in educational contexts, students who feel a strong sense of belonging are more engaged, motivated, and successful. Nature provides a unique environment that fosters this sense of belonging. Louv (2008) emphasizes that natural spaces offer a sense of freedom and inclusivity, where students can connect not only with each other but also with the environment in a way that fosters community.

Nature contexts help to break down social barriers, allowing students to interact in more organic and authentic ways. This can be especially important in diverse classrooms, where students from different backgrounds can come together in a shared natural space to experience a sense of unity. Research by O’Brien and Murray (2007) suggests that outdoor education creates a strong sense of group identity and belonging, as students work collaboratively in nature and form lasting relationships through shared experiences.

CASEL model in the context of relationship and belonging

Taking school groups outdoors aligns closely with the CASEL model of social-emotional learning (SEL), particularly in fostering relationships and a sense of belonging. Outdoor learning experiences can naturally integrate and enhance these competencies, contributing to students’ social-emotional development.

The natural setting provides a low-stress environment where they can practice mindfulness, emotional regulation, and perseverance. This contributes to self-management as students learn to cope with challenges, regulate their emotions, and stay focused on goals. All this promotes self-awareness as students reflect on their capabilities and emotions during challenges. Self-management is enhanced as they learn to control impulses and stay motivated to overcome outdoor challenges (Durlak et al., 2011).

In the outdoor context, students or working groups develop relationship skills by working together, resolving conflicts, and engaging in group problem-solving, which strengthens social bonds and fosters a sense of community (Durlak et al., 2011). All this supports responsible decision-making as students consider the consequences of their actions and practice making ethical, reflective choices in group settings (Weissberg et al., 2015).

Moreover, outdoor experiences promote a sense of belonging and shared purpose. Beames et al. (2012) assert that outdoor group activities forge deeper bonds through shared challenges and successes. The unpredictability of nature—the shifting weather, the changing light—creates a dynamic environment that requires groups to adapt, to problem-solve together, and to support one another in ways that indoor settings rarely demand.

In these shared experiences, a sense of belonging is fostered. Participants no longer feel like disparate individuals pursuing separate goals; they become a cohesive unit, bound by the same sky, the same earth, the same moments of triumph and discovery. As Waite (2010) has pointed out, learning and working outdoors can reshape how we perceive each other and ourselves, cultivating an environment where everyone is seen, heard, and valued.

Adventure Therapy and Experiential Learning as a tool

Adventure Therapy and Experiential Learning are widely used as methodologies for working with groups outdoors, especially when focusing on social-emotional growth. Adventure Therapy as a methodology, is an approach that aims to enhance participants’ social and emotional development as well as foster healing through time spent in nature and outdoor activities. Although AT is not solely used in group settings (Segal, Harper & Rose, 2020), it does offer a rich history, skillset and tools for such work. Experiential Learning can be defined as the philosophical underpinning and practical application of how we learn from experience (Fox, 2008; Roberts, 2012; Smith et al., 2011). Experiential Learning is rooted in the history, origins and practical application of Adventure Therapy (Peeters & Ringer, 2020). Adventure Therapy´s methodological development is heavily based on Experiential Learning theoretical and practical models. Furthermore, in an Adventure Therapy context, it is through the Experiential Learning component that participants are able to transfer what they learn and experience during activities to healing and personal/social growth in their everyday lives.

How can class relationships be improved by Adventure Therapy and Experiential Learning?

Adventure Therapy emphasizes learning through experience and challenge, often in outdoor or novel environments, which can strengthen interpersonal bonds and build a supportive classroom community.

Collaborative Problem-Solving

Adventure Therapy and Experiential Learning often involve challenges that require students to work together toward a common goal. These tasks promote teamwork, as students must rely on one another’s strengths, communicate effectively, and solve problems collaboratively. Whether it’s navigating a ropes course, completing group tasks in a wilderness setting, or engaging in a structured team-building exercise, students learn to trust and support one another.