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Across the UK outdoor study is high on current educational agendas. This paper discusses the analysis of in-depth interviews (n=20 interviewees) and a short questionnaire (n=98 returns) addressing Scottish primary and secondary teachers’ attitudes to organising outdoor study of the natural heritage for their pupils. It concerns both the decision-making factors that teachers consider and their institutional contexts. We argue that a possible approach to understanding teacher decision-making, and to informing policy, is to frame teacher decision-¬making as a balance between the effort/cost of organising outdoor study and a wide range of ‘unofficial’ benefits. This contrasts with one that would only frame teacher decision-making as a balance between child-safety and official curriculum¬-relevance. While safety dominates public/media discourse it appears less dominant in teacher discourse here. And while teachers all deploy the official curriculum in their justification for outdoor study, the curriculum in fact offers little explanatory power (for various reasons) in teacher motivation. Teacher understandings of less ‘legitimate’ benefits of outdoor study are more helpful. This framing suggests that focusing on resources and legitimising the wider benefits are appropriate policy responses to a widespread desire for more outdoor study. However, we also suggest that legitimising such benefits presents researchers, policy-makers and teachers with a significant challenge in terms of developing a pedagogical evidence-base.

Outdoor Study of Nature: Teachers’ Motivations and Contexts