Abstract

This doctoral thesis critically examines a specialised outdoor learning intervention for primary pupils with significant Social, Emotional, and Mental Health (SEMH) needs who are at risk of exclusion. It assesses the intervention’s implementation and its efficacy in supporting these pupils' capacity for self-regulation and stress management.The study is situated amidst escalating global child mental health concerns and recent English educational policy shifts that mandate schools to actively foster pupil well-being. Exploring outdoor education as a widely cited approach for promoting positive mental health, this research engages with established social theories, particularly those of Bernstein and Bourdieu, to critique the wider educational context.The core investigation addresses whether outdoor learning can enable better stress management and self-regulation amongst pupils with SEMH. While initially focussed on refining individual coping strategies, the central argument which developed was that systemic pressures within the neoliberal educational environment, rather than individual deficits, are the primary and often overlooked drivers of pupil stress and potential academic underachievement.Drawing on a social constructionist epistemology, the research employed a rigorous, participant-prioritised qualitative methodology. Data collection involved semi-structured interviews with the pupils and adult facilitators, which were supplemented by participant-focussed methods that employed principles associated with of the Mosaic Approach and with Appreciative Inquiry.The findings demonstrate that whilst the outdoor environment is seen to aid momentary self-regulation, the intervention’s efficacy is severely constrained by the overarching mainstream education system. The thesis offers professional insights for educationalists, concluding that escalating SEMH risks are reinforced by neoliberal performativity and accountability pressures, and reflects the author's own professional shift towards external pedagogical practice.

Awarding Institution(s)

University of Plymouth

Supervisor

Nick Pratt, Paul Warwick

Document Type

Thesis

Publication Date

2026

Embargo Period

2026-07-07

Deposit Date

July 2026

Download

Share

COinS