Honouring the value of outdoor learning with high-quality research

Outdoor learning has a growing body of literature which supports its value for socio-emotional growth and wellbeing. Meta-analyses and systematic reviews of outdoor learning studies have consistently identified concerns with the quality of research, however, which potentially damages the reputation of the field. An example is given from the distantly related field of ‘grounding,’ where poor research methods and lack of scholarly rigour have compromised its standing in the academic community. Recommendations are listed for future outdoor learning research to ensure rigour in design, methodology, data analysis and appropriate conclusions.