This presentation explores how the application of outdoor-based learning opportunities and physical challenges can improve student resiliency in the face of adversity, particularly for at-risk youth who may struggle academically. Such activities foster self-efficacy, peer-to-peer relationships and teacher-student relationships which all have been shown to increase youth resiliency. Where appropriate and possible, elements of outdoor education need to be infused into student learning in order to capture some of these benefits.

1. Outdoor Education and At-
Risk Youth
- What is “at-risk”?
- Canadian Stats
- Characteristics of at-risk youth and it’s negative effects
- Resiliency
- Outdoor Education
- How it Helps
- Summary
- In our classrooms

2. At-Risk Youth
At-risk youth are young people who experience an
inability to react successfully and satisfactorily to
the demand of one’s environment
(maladjustment).
Maladjustment may be the result of:
- Family causes
- Personal causes
- School-related causes
Photo by Clay Banks on Unsplash

3. At-Risk Youth
Canada Stats
- Police-reported youth crime for selected drug
offences, Canada, 2017 and 2018.
- 2017: 10 329
- 2018: 7 323
- Firearms related deaths
- 2008-2012: 635 <24 years old, 94% male
- Fires, falls and drowning = 350 deaths, cancer
511
- In 2017, 50 youth aged 12 to 17 years were
accused of homicide, accounting for 9% of all
accused.
- 6% of all Canadian youth between the ages of 12-17
were charged with crimes in 2010
- 13% of all crimes in 2010 were youths
Persons accused of crimes, by age,
Canada, 2010

4. At-Risk Youth
Persons accused of crimes, by age,
Canada, 2010

5. Associated Characteristics
Characteristics of maladjusted youth
may include:
- Nervous behaviours
- Emotional overreaction and
deviation
- Emotional immaturity
- Exhibitinoist behaviours
- Antisocial behaviour
- Psychosomatic disturbances
Photo by Aarón Blanco Tejedor on Unsplash

6. Negative Effects
Maladjusted youth often
experience
- Poor academic success
- Increased risk of dropping out
- Suicidal behaviour
- Depression
- Low self-esteem and self-
efficacy Photo by Yasin Yusuf on Unsplash

7. Resiliency
Resiliency is a person’s ability to
thrive and bounce back despite
adversity or maltreatment.
Many interventions for at-risk youth
focus on building resiliency to
support their development into
emotionally and physically healthy
adults despite risk. Photo by Karim MANJRA on Unsplash

8. Outdoor Education
Outdoor education was identified as
being essential to well-being of young
people at the end of World War II when
many youth were attending school in an
urban environment and were no longer
active participants with the day to day
experience of maintaining and operating
a pre-war household.
Photo by Markus Spiske on Unsplash

9. Outdoor Education
Types of Outdoor Education
- Outdoor Adventure
- Wilderness Therapy
- Adventure Therapy
- Experiential Learning
- Camp Experiences
- Challenge Courses
Photo by Brook Anderson on Unsplash

10. Outdoor Adventure Programs
Outdoor Adventure Programs (OAP) have been gaining
recognition for the positive impact they have on at-risk youth.
OAP do this by integrating skill-building through physical
challenges, character development, leadership activities, and
linking the program concepts to the adolescent’s academic and
personal life.
Many studies have been done on risk and resiliency but few
address a connection between outdoor education and
resiliency, and specifically from the perspective of the
adolescents involved in such intervention programs.
Photo by Matthew Sleeper on Unsplash

11. How It Helps
- Nature is a healing environment and provides
metaphors for learning that transfer to everyday
life
- At-risk youth find opportunities to spontaneously
self-disclose in these types of programs which
can create transformational change
- Restorative nature of physical activity
- Adolescents are wired to seek stimulation
because novel experiences stimulate cell growth
and learning
Photo by Tim Goedhart on Unsplash

12. How It Helps con’t
- Adolescents are wired to seek stimulation
because novel experiences stimulate cell
growth and learning
- Higher challenge is related to higher
gains in efficacy
- Opportunities to relationship building with
mentors and positive role models who
help navigate the inherent risks and
challenges.
Photo by Simon Rae on Unsplash

13. How It Helps con’t
- Shown to protect against substance
abuse, sucide ideation and severe
behavioural problems
- Shown to increase sense of self identity
- Participants are seen to have improved:
- self-esteem, confidence, communication
skills, problem solving abilities, cooperation
among peers, leadership skills, tranquility,
logical reasoning skills, metacognitive skills
and discovery of self
Photo by Greg Rosenke on Unsplash

14. How It Helps con’t
- Researchers see such positive effects
continuing onward for up to 6 months
following an adventure program.
- Participants have skills and interests
that promote well-being that replace
past negative, self-destructive
behaviours
Photo by David Veksler on Unsplash

15. Example Programs
Take A Hike - A BC-based outdoor adventure program that partners with school
districts to provide alternative learning opportunities outdoors.
Power To Be - Victoria-based nature programming and wilderness school for
youth
Austin Youth River Watch - environment science based summer adventure
program
In A New Light - therapeutic nature photography program

16. Summary
- developmental gains seen in the outdoor
experience surpasses gains that could be
attributed to maturation alone
- longer programs showing greater gains in
outcomes
- A decline of the benefits are seen in shorter
programs after 6 months
- Participants in such programs acknowledge
greater motivation to succeed in academics
and in their personal lives.
Photo by Aarón Blanco Tejedor on Unsplash

17. Summary Con’t
- Participants feel attachment to their peers
and communities that are a part of their
outdoor experience
- Participants are actively cognizant of their
individual growth and increase in skill and
ability
- Youth demonstrate increased perseverance
in the face of hardships and life challenges
and increased resiliency
Photo by Yoann Boyer on Unsplash

18. In Our Classrooms
- Create meaningful, goal-oriented opportunities to
take learning outside
- Extend the experiences by using a project-based
approach to create effective, lasting effects of
outdoor education
- Make recommendations to students, parents,
administration for perceived maladjusted students to
partake in outdoor education opportunities.
Photo by Aaron Burden on Unsplash

19. In Our Classrooms
- Remember that students’ perception of nature may
be different than our own. Some student perceive
nature as harsh, dangerous, dirty, uncomfortable
while others perceive it as fun and enjoyment
- Get involved. Participate in these types of programs
or create after school outdoor clubs. Photo by Nathan Dumlao on Unsplash

20. References
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