Ecotherapy and out-of-classroom learning for vulnerable and disadvantaged young people: an evaluation of a project in England

Abstract

Vulnerable and disadvantaged young people are often disengaged from mainstream education and lack the substantive capacity and opportunity to benefit from nature-focused activities without support. Ecotherapeutic out-of-classroom environmental education (EE) programmes hold the potential to benefit such young people, although research involving this population is limited. This paper reports on the findings of a study which aimed to measure the impact of such a programme, Green Pathways in Peterborough England, on vulnerable and disadvantaged young people taking part. The study utilised a controlled pre- and post-test design and was co-produced by OU researchers and Froglife staff running Green Pathways. Young people participating in Green Pathways were compared to young people not participating, before and after the Green Pathways intervention, on their preference for being outdoors and physically active, knowledge and appreciation of amphibians and reptiles, and perceived capabilities (i.e. confidence, social skills, behaviour, positive outlook). Mixed ANOVA showed significant increases across all measures for those taking part in the programme, suggesting that programmes such as Green Pathways substantively support vulnerable and disadvantaged young people’s opportunities to enjoy nature and the associated benefits to their health, wellbeing and life outcomes.