With SATs firmly behind our current year 6 pupils, smiles have returned along with an air of fun and optimism for the remainder of the school year. Many of the pupils I work with have been rewarded for their efforts and exam focus with an invitation to residential immersive learning opportunities. For some it was a PGL or camping experience locally, others sailed off to the Isle of Wight while others again became eco-warriors based in nature study centres. Whichever version, the excitement and eagerness generated was palpable - but are residential trips beneficial to pupils or are they just a school jolly?
First let me clarify the term ‘immersive learning’
Immersive learning enables learners to develop knowledge and skills through real life scenarios and active participation. The immersive environment can be virtual or real, residential or not but either way the critical ingredients must include being removed from a day-to-day routine and away from outside distractions. For younger pupils one of the most popular ways for schools to create such an environment is through a residential trip.
What do pupils actually get out of immersive residentials?
There is evidence that immersive residential experiences for all pupils can be beneficial in academic and holistic terms. Back in 2014 independent research by York Consulting into residential learning summarised their investigation into learning-away from school. They drew on 5,456 pre-residential surveys, 4,329 post-residential surveys and 673 long-term follow-up surveys from students in 51 UK schools. Their findings spanned a wide field of positive outcomes including:
Impact on relationships:
pupils learned to work
with others more collaboratively and without
classroom hierarchy, they worked with teachers more as equals.
Sense of community: changes in relationships and working with shared goals generated a working / learning community and a notion of togetherness.
Confidence: confidence levels increased in learning, self-esteem and willingness to work collaboratively.
Student leadership skills: expanded self-confidence encouraged pupils to take the lead in their own learning.
Attainment and engagement: Pre-SATs residential experiences which supported pupils facing unanticipated challenges appear related to year 6 pupils achieving expected results in SATs tests. Conversely, pupils who went on residentials after their SATs tests seemed to underachieve.
Timing is everything
Clearly this last finding suggests that the timing of the residential and gain of softer, social skills is of significance for specific academic outcomes. Further to these initial research findings in 2014 an additional comparative study was conducted to, among other elements, explore the impact on attainment and progress. This follow-up research took place with eight primary schools in the academic year 2017-2018. Again, the researchers found similar outcomes,
‘Results indicate significant difference between children who attended the residential between the two surveys (the pre-SATs group) and those who attended after both surveys (the post-SAT’s group) (Figure 4). The magnitude of change between the first survey and the second survey for all the factors tested were positively greater in children who attended a residential between the two surveys. Moreover, a significant positive change (P=in children’s responses were found in seven of the thirteen factors for those who attended the residential between the surveys. Again, this was not found in the results from those who attended residentials after both surveys,’ (Dudman, J., Hedges, C. and Loynes, C. 2018, p6, https://learningaway.org.uk/wp-content/uploads/Learning-Away-Comparative-Research-Report.pdf).
The benefits in relation to attainment are understood through the theory of change and are related to environment, skill development and timing, the latter drawing into question the validity of one-off residential trips that occur after assessments.
Residential immersive learning versus outdoor learning
Back in October 2021 I posted a blog about some of the benefits of outdoor learning (https://www.nicolabaileycoaching.com/post/nature-s-classroom-outdoor-learning) - a way of using the natural surrounding environments to embed learning concepts and pique curiosity in discovering new ones through self-direction and collaboration. Outdoor learning is an approach to learning and its inclusion into curriculum delivery is therefore a regular feature in weekly / termly teaching. It doesn’t require overnight accommodation - although the content of the residential activities often share similarities with outdoor learning. Similar to residential learning, the impact of outdoor learning on reading, writing and maths skills for primary school pupils has also been the subject of several robust studies.
‘Quibell et al (2017), in a comparative study of 8–11-year-olds, found that structured curriculum based outdoor learning programme impacted significantly on reading, writing and maths compared with the control group. This improvement was sustained over an extended period. A recent Danish study examined the impact of a day a week for a year taught outside for the ages 7 – 16 years (Mygind, Bolling & Barfod, 2018). This was also a comparative study involving 48 schools. It builds on an earlier Danish study that found that both inter-personal and intra-personal non-cognitive skills were enhanced by Udeskole (learning outside the classroom) (Bentsen et al, 2009). The study concluded that whilst reading skills were improved compared with the control group) (Otte et al, 2019a), maths performance was not affected by Udeskole except for those pupils in year six (the equivalent school year to this study) (Otte et al, 2019b). The researchers also noted a positive impact on social relations and hyper-activity and this was amplified amongst pupils with a low socioeconomic background. Further work is being undertaken concerning impacts on wellbeing, social inclusion and motivation. Otte et al used pre and post self-perception questionnaires and, in year six, national test results equivalent to English SATs as the evidence. They also found that teachers recognised improvements in both reading and maths’ (Dudman, J., Hedges, C. and Loynes, C. 2018, p16).
The outcomes of the studies above suggest it’s a combination of immersion, real-world environment and the development of soft skills that enables and empowers pupils to step more closely towards their potential as a more confident and self-directed learner. The element of residency does not seem to be a critical factor in their success, indeed it may, in fact, be a hindrance.
Issues with residential learning
Separation anxiety – this is not uncommon for primary school pupils, especially if they have never been away from their parents for more than a sleep-over before. Indeed, parents can often experience it too, more so if they have been made aware of activities such as zip-wires, canoeing, high ropes, night walks and such and they know their child’s fears around these yet won’t be able to comfort them.
Financial challenge – the cost for a year 6 immersive residential experience ranges from £200-400 per child, for many parents this can be difficult to find, especially in the current economic climate. Schools do have the option to help parents by using the pupil premium fund. Families, however, must apply for this which can instil a sense of awkwardness / embarrassment and of course, schools can only help a limited number of families per trip. By year 5/6 pupils are aware of cost and value and such requests to their parents can prompt anxiety in them. One of my thoughtful tutees recently brought this to my attention by telling me that, her and a friend were going to get together to hatch a fund-raising plan for a less resource-rich friend who believed the trip was out of reach for her parents – a lovely idea but one that triggers big questions around associated guilt, responsibility and equality.
Focus of learning – research has made it clear that powerful learning can take place whilst on residential trips, particularly in the realm of softer social skills and personal development linked to academic achievement. If this is the aim of the trip, all good. Many trips, however, have less clear learning objectives and can seem more like a holiday than a learning environment. For example, my younger daughter, while in primary school, went to Disneyland, Paris, for a music trip. She enjoyed the rides immensely but learned no French or indeed anything about music!
Lasting effects - as mentioned above, the timing of a residential trip as related to improved assessment outcomes relies on the residential learning taking place before the assessment. This suggests that the learning has a limited shelf-life or at least that it needs to be re-enforced periodically to impact learning outcomes throughout a child’s school life, or indeed it just may not be the most effective method of developing soft skills that aid academic achievement.
It seems to me there is a role for both immersive residential and outdoor learning. To maximise on the potential for both, it is imperative that they are recognised as two very different learning / teaching methods. On the surface they may appear as though one is just a longer and more distant version of the other but to conflate the two risks losing precious learning opportunities.
Specific skills and experiences that enhance learning which are more easily understood within specific environments such as nature / science studies, focused historical and geographical events and physical skills are ideal and sometimes are only available through for an immersive residential trip. On the other hand, long term personal development, experimentation and motivation is unlikely to manifest from an isolated 3–4-day residential trip. Softer and more generalised learning outcomes such as these are better permanently included as part of a wider curriculum, developing the pupils more holistically by using outdoor learning either on the school site or those local to it.
Like all good teaching, including out-of-classroom learning, for maximum positive impact, planning begins with a clear set of learning objectives which become the determinant for the best method of delivery. As a parent it can be tempting to be swept along by the school’s suggestion of a residential and by children who want to take up the school’s offer to be with their peers on an adventure. You don’t want them to miss out or have the feeling of missing out but in real terms, neither reason justifies a residential trip from school. Just a quick check that the purpose of the trip matches its format, cost and time will help to figure out if it’s a jolly good idea or just a jolly and make choices accordingly.
As always, your thoughts and comments are most welcome and if you have any questions regarding supporting your child, please do drop me a line at nicolab662@gmail.com.
Until next month, very best wishes
Nicola