Swings and roundabouts? Pupils’ experiences of social and academic well-being in education outside the classroom

Anna Holm Jørring, Mads Bølling, Glen Nielsen, Matthew Peter Stevenson, Peter Bentsen

11 Citationer (Scopus)

Abstract

We investigated how pupils experience education outside the classroom (EOtC) as it relates to their social and academic well-being. A Danish 6th grade class were taught twice a week for nine months using EOtC. We sampled five academically low- and five high-achieving pupils from the class and conducted qualitative observations and interviews with those pupils. We found that EOtC can positively influence pupils’ social well-being regardless of academic level; however, the learning environment and required autonomy in EOtC may distract low-achieving pupils, particularly boys. Pupils’ academic level in the classroom was related to their academic well-being in EOtC and EOtC might strengthen academic exclusion. Therefore, we conclude that EOtC may not have an unambiguously positive influence on pupils’ social and academic well-being.
OriginalsprogEngelsk
TidsskriftEducation 3-13
Vol/bind48
Udgave nummer4
ISSN1058-4226
DOI
StatusUdgivet - 9 maj 2019

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