Abstract
Studies suggest that adventure learning can develop children’s cognitive skills and promote social and emotional learning. However, evidence is needed as to whether the design of adventure learning—school-based or external/residential—plays a role in that development/promotion, and whether learning gains are maintained. This paper reports the findings of a large-scale randomised controlled trial with a synergic implementation process evaluation. Randomisation was at the school level. The trial was carried out in 97 schools in the United Kingdom with children aged 11–12. We investigated two different approaches to adventure learning delivery (5-day school-based and 5-day residential) and the longer-term impacts. The short-term impact was assessed immediately after the intervention. The long-term impact was assessed after 8 months. Data revealed that both programmes had a positive short-term impact on student engagement and self-regulation but limited longer-term impact on student engagement and behaviour. The residential experience facilitated the development of positive student–teacher relationships, while the school-based programme better promoted students’ engagement in school. Interpreting our data through the dual lenses of bioecological theory and transfer, we provide new and robust evidence that while not a panacea, adventure learning can promote improved peer relationships, help repair broken student–teacher relationships and engage disengaged learners, potentially coalescing into an improved sense of school belonging. However, for sustainable long-term change to occur, attention should focus on establishing effective transfer mechanisms to ensure gains are maintained in school. Our findings constitute, therefore, a (semi)cautionary tale for policymakers seeking to implement adventure learning in schools.