A Whole-School Approach to Outdoor Learning

In this case study, we examined a school in Northern Norway that has integrated outdoor learning as a core element of its pedagogical practices. To develop a comprehensive understanding of the role of outdoor learning and the factors contributing to the school’s success, we conducted semi-structured interviews with stakeholders of outdoor learning: six students, three teachers, one teaching assistant, and the principal. Our interviews were thematically analyzed using a whole-school approach framework, and our findings indicate that outdoor learning is embedded in the school’s identity. The regularity of outdoor learning for all students, with support from the school’s leadership and committed teachers, ensures predictability and continuity. Students and staff are broadly positive about outdoor learning and report that it strengthens student–teacher relationships. Outdoor learning is understood as interdisciplinary, and the practice enhances both academic learning and environmental awareness. Nevertheless, we identified limited opportunities and a weak culture for sharing outdoor learning practices among teachers. The school therefore aims to develop a progression plan for outdoor learning and to facilitate greater sharing to strengthen the professional community and improve coherence. This case study contributes to the literature by specifying organizational and contextual conditions for successful implementation and by highlighting the need to align outdoor and indoor teaching. Sustained outdoor learning requires holistic support from everyone involved in the school community.