Building Foundations for Academic Success at Outward Bound
Understanding the need
Across the UK, schools are navigating a complex educational landscape marked by attendance concerns, behaviour issues, and ongoing pressures on staff and student wellbeing. In this context, many educators are seeking evidence-based approaches that make a measurable difference.
In my 30+ years in education, going on an Outward
Bound residential is one of, if not the most, impactful
and life-changing experiences that the young people
and staff have had.- Anna McFarlane, Depute Head Teacher
What the programme involved
24 S4 pupils and 2 teachers from St. Paul’s RC Academy, Dundee came to our Outward Bound Loch Eil centre in September 2024. The young people were selected for their Outward Bound course based on specific criteria, including: in receipt of Free School Meals, living within SIMD 1-4, attendance above 80% and studying 3 + National Fives.
The evaluation explored the impact on young people's social-emotional development alongside school related outcomes over a six-month period.
The residential programme was designed to develop key personal and social capabilities through experience-led learning in natural environments.
What the data shows
The evaluation indicates Outward Bound enhanced pupils’ social-emotional skills, strengthened their school engagement, and contributed to improved attendance, behaviour and academic motivation. These outcomes were sustained over time and supported by feedback from staff, parents, and the young people themselves.
Belonging & Attendance
Attendance improved for 68% of pupils
Teachers observed stronger peer relationships amongst pupils and increased empathy back in the classroom following their course.
Interpersonal skills & Behaviour
81% reported improved interpersonal skills post-course and 76% 6 months later.
Improved classroom cooperation and confidence noted by staff and parents
Resilience, Decision-making & Academic engagement
Decision-making skills increased by 86% post-course; 85% at 6 months.
Teachers observed increased aspirations, perseverance, and academic engagement.
Connections to School Improvement Goals
The outcomes observed in this case study closely reflect the strategic priorities found in many schools' Improvement Plans. Whether schools are focused on raising attendance, improving behaviour, or supporting disadvantaged learners, the data suggests that Outward Bound programmes contribute meaningfully to these aims.
Examples of Impact:
- Attendance (+68%): A notable improvement that supports national efforts to increase attendance, particularly as schools move toward more tailored, school-specific benchmarks.
- Behaviour referrals (-36%): Indicates fewer behaviour incidents, aligning with inclusion goals and efforts to reduce exclusions.
- Goal-setting & resilience (+80%): Highlights growth in learner agency and motivation, which are increasingly recognised as key to raising attainment and fostering independent learning.
This evidence supports schools in strengthening their case for integrated, experience-based interventions as part of their wider development strategy.
Lasting changes
Follow-up feedback collected six months after the residential suggests that changes in confidence, engagement and behaviour were sustained over time. Teachers noted continuing improvements in classroom dynamics and student relationships.
I have made many, many memorable friendships [at Outward Bound] with those who I thought I would never be friends with. I now have a trusting bond with a small group of my peers that I wasn't friends with before. I will always cherish the friendship that this course has given me and the fantastic once- in-a-lifetime experience that I was given.
- Sarah, St. Paul’s RC Academy, commenting 6 months after her Outward Bound course
[Pupils have] grown in confidence and are more vocal in their struggles and successes.
- Kelly Christie, Art Teacher, St. Paul’s RC Academy
[Since Outward Bound], I feel more confident with sharing my opinions with my classmates and I set myself more goals - I know that I’ll struggle, but I’ll still try my best and not give up.
- Beth, St. Paul’s RC Academy, commenting 6 months after her Outward Bound course
Reflections for school leaders
For educators considering how to build belonging, motivation and resilience in pupils, this report provides a practical case for the role of outdoor learning within a whole-school development strategy. The findings also reflect how targeted experiences can contribute to broader improvement aims without requiring curriculum trade-offs.