Conference Agenda

Schools are a central environment in the daily lives of children and teachers, where substantial time is spent and therefore health-related behaviours and well-being can be meaningfully addressed. Education Outside the Classroom (EOtC) refers to regular delivery of curriculum-based lessons outside the classroom, often in outdoor environments. While previous studies have primarily focused on pupils, little is known about potential effects on teachers, or the social and environmental dynamics of EOtC.

This exploratory, quasi-experimental, interdisciplinary study is conducted in 33 schools across Germany (data collection: September 2025–November 2026). Approximately 50 EOtC teachers, 50 EOtC classes and 18 non-EOtC classes participate. The study examines the effects of EOtC on teachers’ stress levels, hedonic well-being, and physical activity, as well as pupils’ cognitive performance, school-related well-being, classroom behaviour, and nature connectedness. Teachers’ physiological stress is assessed through salivary cortisol samples, while physical activity is measured using accelerometery. Questionnaire data capture well-being, nature connectedness, and contextual factors among teachers and pupils. Biodiversity at outdoor learning sites is assessed to examine potential associations with nature connectedness. Teaching characteristics and social interactions between teachers, pupils, learning environments, and teaching objects are documented through structured observations and video-based analyses.

By combining physiological, behavioural, ecological, and sociological perspectives under real-world school conditions, this interdisciplinary study provides a comprehensive assessment of EOtC as a school-based health promotion strategy. The findings will inform practitioners and policymakers about the potential of curriculum-integrated outdoor teaching as a scalable strategy to promote physical activity, reduce stress, and support healthier school environments.