“I love being in the outdoors”: A qualitative descriptive study of outdoor adventure education program components for adolescent wellbeing

Abstract

AbstractBackgroundThis qualitative descriptive study gauged the perceptions of adolescent focus group participants and outdoor adventure education teachers on their preferred program components to improve adolescent wellbeing during a secondary school outdoor adventure education program.MethodsFive student focus groups (N = 29) and four key informant interviews were conducted. Manual clustering of transcripts and template thematic analysis involving the development of a priori codes from interview questions resulted in an initial deductive code frame, followed by an inductive coding process.FindingsSix themes were developed, namely perceptions of the outdoors, motivators for participation, barriers to participation, staff traits, and ideal program components. The main findings were that self‐efficacy, resilience, and individual empowerment opportunities were highly valued. Students also valued autonomy and independence, which presented a challenge for teachers managing the risks of their programs. Social connections and relationships were also held in high regard.ContributionWhilst adrenalin‐fuelled adventurous activities such as white water canoeing or rock climbing were popular with students and staff, the most valued aspects of outdoor adventure education were the opportunities to develop relationships, build social connections, self‐efficacy, resilience, and a sense of individual empowerment. Greater access to this style of education for adolescent students from lower socio‐economic areas would be beneficial due to the extant “opportunity gap” for this population.