As schools continue to prioritise pupil well-being, engagement, and real-world learning, outdoor learning is gaining ground as a powerful tool. But implementing it effectively is more than a matter of timetables and timetables—it’s a question of changing behaviours at every level of the school community.
Using insights from behavioural science, we can better understand how to embed outdoor learning sustainably across a school. This blog outlines the key behaviour changes needed and how leaders can facilitate them using a whole-school approach.
1. Shifting Attitudes: Seeing Outdoor Learning as Core, Not Extra
Too often, outdoor learning is seen as an ‘add-on’. Changing this mindset is critical.
What needs to change: Staff must view outdoor learning as a legitimate and rigorous pedagogical approach.
Leadership action: Model its importance by integrating it into school development plans and strategic goals.
Behavioural insight: According to the Theory of Planned Behaviour (Ajzen, 1991), people’s actions are influenced by their attitudes, the norms around them, and their perceived control. Leaders can shape all three.
2. Fostering Collaboration and Shared Practice
Outdoor learning thrives when teachers share ideas and plan together across subjects and year groups.
What needs to change: Planning and resource development must become collaborative and ongoing.
Leadership action: Create regular time for cross-departmental collaboration and support through CPD.
Behavioural insight: Social learning theory (Bandura, 1977) shows we learn through observing and imitating others. Highlight and celebrate outdoor learning successes to encourage peer influence.
3. Adapting Behaviour Management for the Outdoors
The open-ended nature of outdoor environments requires a shift in how behaviour is supported.
What needs to change: Teachers must develop new strategies that work outside the classroom.
Leadership action: Provide professional learning on outdoor-specific behaviour management and set whole-school expectations.
Behavioural insight: The COM-B model (Michie et al., 2011) reminds us that behaviour change requires capability, opportunity, and motivation. Training boosts capability; support and consistency create opportunity.
4. Embracing Uncertainty and Risk
Outdoor learning often involves the unpredictable—weather, open spaces, and more flexible outcomes.
What needs to change: Staff must become more comfortable with risk and uncertainty.
Leadership action: Use risk-benefit assessments to support staff in planning safely and confidently.
Behavioural insight: Behavioural science shows that people are more willing to embrace change when risks are reframed as opportunities, especially with clear structures in place.
5. Encouraging Student Autonomy
Outdoor environments lend themselves to independent learning and pupil-led exploration.
What needs to change: Teachers must step back and allow pupils to take the lead more often.
Leadership action: Embed pupil voice in planning and evaluating outdoor learning experiences.
Behavioural insight: Self-Determination Theory (Deci & Ryan, 1985) suggests that autonomy, competence, and relatedness all drive motivation for both pupils and staff.
6. Sustaining the Change Long-Term
Behaviour change must be embedded into school culture to last.
What needs to change: Outdoor learning should become part of the everyday, not an occasional treat.
Leadership action: Align outdoor learning with appraisal processes, curriculum planning, and whole-school priorities.
Behavioural insight: Long-term change is supported by habits and institutional norms. Reinforce small wins and celebrate milestones to keep momentum going.
Final Thought: Leadership is Behaviour Change
Leading outdoor learning is not just about providing wellies and waterproofs—it’s about leading behaviour change. By understanding what motivates staff, what capabilities they need, and how to create opportunities for success, school leaders can embed outdoor learning in a way that’s impactful and sustainable.
References
Ajzen, I. (1991). The theory of planned behaviour. Organisational Behaviour and Human Decision Processes, 50(2), 179–211.
Bandura, A. (1977). Social learning theory. Prentice-Hall.
Beames, S., Higgins, P., & Nicol, R. (2012). Learning outside the classroom: Theory and guidelines for practice. Routledge.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. Springer.
Dillon, J., & Dickie, I. (2012). Learning in the natural environment: Review of social and economic benefits and barriers. Natural England.
Dyment, J. E., & Reid, A. (2005). Breaking new ground? Reflections on greening school grounds. Canadian Journal of Environmental Education, 10(1), 286–301.
Maynard, T., Waters, J., & Clement, J. (2013). Child-initiated learning and the outdoor environment. Early Years, 33(3), 212–225.
Michie, S., van Stralen, M. M., & West, R. (2011). The behaviour change wheel: A new method for characterising and designing behaviour change interventions. Implementation Science, 6(42).
Rickinson, M., et al. (2004). A review of research on outdoor learning. NFER and King’s College London.
Waite, S. (2011). Teaching and learning outside the classroom. Education 3-13, 39(1), 65–82.
