Nature-Based Social–Emotional Learning: An Exploratory Qualitative Study in Alberta
Date
2023-07
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Abstract
Research in psychology and education is beginning to show that nature-based learning (NBL)—learning about the natural world, in natural settings, or using natural elements indoors—promotes academic, social, and emotional learning by improving learners’ attention, self-discipline, and enjoyment in learning, along with opportunities for experiencing empathy, engaging in teamwork, and fostering environmental stewardship. Social–emotional learning (SEL) entails how individuals acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions, achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions. The state of the evidence points to complementary effects between NBL and SEL, including in developing perseverance, self-efficacy, and resilience, and in promoting emotion regulation, social skills, and responsible and ethical behaviour such as environmental stewardship. However, little research has examined the intentional integration of these two fields, or what may be called nature-based social–emotional learning (NBSEL). Using an exploratory-descriptive qualitative design, this study interviewed a sample of Alberta teachers to explore how they are currently using NBL to promote SEL in K–12 students, as well as barriers and advice to doing this work. This study presents exploratory and preliminary findings on a variety of NBL practices and principles that have helped in fostering students’ SEL. Teachers have experienced unique challenges in delivering NBSEL, but they recommended several actions to overcome any barriers and to begin or advance this work. With its contextualized perspectives from educators who are currently practicing NBSEL in Alberta, this study opens avenues and creates a foundation for future research on NBSEL. Strengths and limitations are discussed, along with implications for practice and directions for future research.
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Keywords
social–emotional learning, outdoor/environmental education, qualitative research
Citation
Pires, A. G. M. (2023). Nature-based social–emotional learning: an exploratory qualitative study in Alberta (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.