To understand the effects of our courses on pupils’ learning, we ask teachers to complete a survey one month after their pupils return to school. This asks teachers about changes that they have observed in the majority of their pupils since completing their course. In this paper, we present the results collected over a twelve month period1.

1. WHAT THE
TEACHERS
SAY
FROM THE WILD
TO THE CLASSROOM

2. INTRODUCTION
The Outward Bound Trust is an educational charity that exists to
unlock potential in young people through learning and adventure
in the wild. We provide residential courses which immerse young
people in the natural environment and expose them to a unique
set of experiences. In the hands of our highly capable instructors,
young people are faced with diverse challenges which require them
to work as a team, push them to step beyond their comfort zones
and show them what they are capable of achieving. Participants
are carefully guided to reflect on these experiences, putting their
personal development in the context of the everyday and helping
to transfer their learning into their lives at school, at home and
ultimately in the workplace.
To understand the effects of our courses on pupils’ learning, we
ask teachers to complete a survey one month after their pupils
return to school. This asks teachers about changes that they have
observed in the majority of their pupils since completing their
course. In this paper, we present the results collected over a twelve
month period1
.

3. FROM THE WILD
TO THE CLASSROOM
WHAT THE
TEACHERS
SAY
KEY FINDINGS
Awareness of their potential, confidence
to tackle challenges and perseverance.
- 96% of teachers reported that pupils
were more aware of what they were
capable of achieving.
- 95% of teachers reported that pupils
attempted challenges more often.
- 93% of teachers reported that pupils
were better able to keep going in the face
of difficulties.
Social confidence and ability to support,
and show consideration towards, others.
- 89% of teachers reported that pupils
were more confident when interacting
with their peers.
- 90% of teachers reported that pupils
showed more consideration for other
people’s needs.
- 93% of teachers reported that pupils
encouraged their peers more often.
Charts 1 & 2 overleaf provide a more detailed breakdown of these results.
1 Data collected between February 2014 and February 2015. Over this period, we collected responses from 119 teachers.
IMPROVED PERSONAL, SOCIAL AND EMOTIONAL SKILLS
The feedback indicates that pupils return to school better equipped to thrive
in their learning and in their relationships with others. One month on,
teachers were most likely to report positive change in relation to pupils’:

4. 0% 20% 40% 60% 80% 100%
3%
CHART 1: CHANGE REPORTED IN PUPILS’
SKILLS FOR LEARNING
Note: Results where teachers reported a reduction have not been included because the
percentages were minimal.
Awareness of what they are
capable of achieving.
Extent to which they attempt
things that they believe are difficult.
Ability to keep going when they
encounter difficulties and setbacks.
“THE CHILDREN ARE MORE FOCUSED
AND WILLING TO HAVE A GO AT THINGS
EVEN IF THEY THINK THINGS WILL BE
DIFFICULT.”
Kirsty Gagg, Daisyfield Primary School
Significant improvement Slight improvement
58%
61%
49%47%
34%
33%
No change
5%
3%

5. 0% 20% 40% 60% 80% 100%
FROM THE WILD
TO THE CLASSROOM
WHAT THE
TEACHERS
SAY
CHART 2: CHANGE REPORTED IN PUPILS’
RELATIONSHIPS WITH OTHERS
Note: Results where teachers reported a reduction have not been included because the
percentages were minimal.
Confidence in interacting with
their peers.
Extent to which they show
consideration for others’ needs.
Frequency with which they
encourage their peers.
“ONE STUDENT WHO PARTICULARLY BENEFITED WAS
A STUDENT WHO HAD A STAMMER. HE IS NOW ABLE TO
COMMUNICATE MORE PROFICIENTLY WITH HIS PEERS AND
HAS EVEN VOLUNTEERED TO DELIVER AN ASSEMBLY BASED
ON HIS EXPERIENCES.”
Nicola Brown, Nottingham Academy
Significant improvement Slight improvement
6%
7%
8%48%
53%
48%45%
37%
41%
No change

6. INCREASED EDUCATIONAL ASPIRATIONS AND ENGAGEMENT WITH LEARNING
The findings suggest that pupils return to school more engaged with their
learning and motivated to achieve.
82% of teachers observed an increase both in
pupils’ educational aspirations and in the level
of interest that they show in their school work,
and 80% reported an increase in the effort that
pupils put into their studies.
79% of teachers stated that the classroom
environment was more ‘conducive to learning’
following their course.
The feedback also suggests that an Outward Bound course can in turn have a positive effect
on the classroom learning environment, where learning is better able to flourish.
82%
79%

7. FROM THE WILD
TO THE CLASSROOM
WHAT THE
TEACHERS
SAY
“THE CHANGE IN [LOUIS’] ATTITUDE SINCE WE HAVE COME
BACK TO THE ACADEMY [FOLLOWING THE OUTWARD BOUND
COURSE] IS INCREDIBLE. HE IS NO LONGER MOUTHY, HE
IS FOCUSED ON HIS WORK, AND IS NO LONGER ATTENTION
SEEKING. HE IS NOW KEEN TO GET ATTENTION FOR
POSITIVE [BEHAVIOUR] AND EXCELLENT WORK.”
Tim Evers, North Birmingham Academy
CHART 3: CHANGE REPORTED IN PUPILS’
EDUCATIONAL ASPIRATIONS AND ENGAGEMENT
WITH LEARNING
Educational aspirations.
Interest they show in their
school work.
Effort they put into their studies.
Significant improvement Slight improvement No change
0% 20% 40% 60% 80% 100%
15%
15%
11%57%
64%
56%24%
18%
25%
Note: Results where teachers reported a reduction have not been included because the
percentages were minimal.

8. For more information about The Trust’s impact, please visit:
www.outwardbound.org.uk/impact-and-evaluation/
This document has been produced by The Trust’s Evaluation team:
0203 301 6481
evaluation@outwardbound.org.uk