Does Outdoor Learning develop children’s understanding of risk?

As education has evolved from these Classical times, the interpretation and use of learning outside of the classroom has taken many forms throughout the history of educational philosophy and practice. In today’s era, outdoor learning has received a surge of interest and research highlighting its benefits and advocating its use in educational practice. In particular, many commentators have claimed that the capability of outdoor teaching to educate children about risk is unparalleled (Adams, 2001; Little, 2006; Coster and Gleeve, 2008). This study explores this theory, and investigates whether Outdoor Learning develops children’s perceptions of risk