Research Spotlight: Embedding Outdoor Learning (OL) into Special School Culture- The Case Of SEND Primary Schools in England.

Shingi Kandi

Shingi is a PhD student conducting research on embedding outdoor learning in special schools for pupils with complex, severe, profound multiple learning disabilities (CSPMLD) in England. He is knowledgeable through lived experience and studies in areas of safety and inclusion for those with disabilities, Black and minority ethnic (global majority) and young people. Prior to his current PhD position, Shingi worked as a full-time teacher in prison education for the HMP Prison Service. In addition to this, he has worked as a residential support worker to children with disabilities, receiving an award for showing outstanding commitment to providing the best care to young people. Shingi completed an MSc dissertation based on support for ethnic minority entrepreneurs, and received a Reverend Jesse Jackson Award for promoting integration on campus, at De Montfort University in Leicester.

Did You Know?

Simplistic drawing of a figure in a thinking pose with a green question mark above, set against a plain white background.

➤Recently, a high number of children are growing up detached from the outdoors

than any earlier generation spending more time inside buildings.

➤Statistics viewed in the United States of America highlight that only 24% of pupils

reach the endorsed 60 minutes of physical activity per day and less than 7.5% of

schools provide physical activity breaks beyond physical education and recess.

➤The trending indoor lifestyle, similar to being in a classroom, contradicts Outdoor

Learning which has been the norm through human history, and can be linked to poor

mental health.

➤ Research discovered positive effects such as improved wellbeing and

independence with children who participated in Outdoor Learning

What was the research looking at?

This research investigated how Outdoor Learning is used in selected special schools

across England and the effects of Outdoor Learning linked to the well-being and

development of pupils with complex, severe, profound, multiple learning disabilities

(CSPMLD) in a primary school and how it is embedded within the school curriculum.

I explored the experiences of stakeholders involved, such as the school staff

involved in conducting the Outdoor Learning.

How did you conduct your research?

➤ From the outset, I searched the literature for precise information tightly linked to the aims of this research. The literature review consisted of an inclusion and exclusion criteria and its

purpose was to generate results with maximum relevance and impact in understanding from various studies how Outdoor Learning in the context of pupils with Complex, Severe, Profound and Multiple Learning Disabilities (CSPMLD) is being implemented in Special Schools.

➤I conducted case studies on two selected special schools across two different

regions across England.

➤In these schools, I carried out semi-structured interviews with school staff and

parents/guardians/carers and participatory observations on pupils with CSPMLD

What are your key findings around Outdoor Learning?

This is an ongoing study and I have only completed collecting all the data and transcribing the interviews. However, these are my initial thoughts around the findings:

➤What I am noticing so far from the findings is that Outdoor Learning is beneficial to

most pupils with CSPMLD as they enjoy the natural environment and doing

something practical. The pupils with learning difficulties and disabilities engage

better with their learning when they are outdoors.

➤Some pupils find it difficult to be outdoors due to their sensory and mobility difficulties, therefore, they prefer to learn indoors.

➤ Meticulous planning and multiple staff can be required to organise an outdoor activity due to the challenges the pupils with learning disabilities experience. For example, some venues might have restricted access for wheelchair users, especially those old structures. Finite resources and risk assessments, might deter some staff from planning trips which are miles away from the school.

Any recommendations?

I have not completed my data analysis to give full recommendations, however, my initial thoughts so far are:

➤Although it is not mandatory from Ofsted for schools to deliver outdoor learning in primary schools onwards, it should be promoted and included more when teachers train, as outdoor is beneficial for students and school staff overall.

➤Increase resources from the local authority and other educational support intermediaries for special schools to sufficiently deliver outdoor learning with an adequate number of staff. To also have more school spaces for children with CSPMLD and schools that can meet their learning needs.

Your final word…

School staff should continue their Continual Professional Development (CPD) around using outdoors to engage pupils with CSPMLD in their learning and be supported with adequate resources to do this effectively.