Abstract:

This paper examines how Outdoor Education can evolve into a broader model of caring school within the Italian initiative “Avanguardie Educative”. The study presents a case from a comprehensive school in an urban context, where the long-term experience known as “The Walking School” (“La scuola che cammina”) has gradually become an institutionalised pedagogical vision centred on care, inclusion, and community engagement. Developed during the pandemic and subsequently consolidated, this approach integrates daily outdoor learning with strong partnerships between the school and more than thirty organisations in the local area.

The theoretical premise considers Outdoor Education not only as a method for fostering exploration and active learning, but also as an organisational stance that reconfigures relationships, spaces, and roles. In this school, outdoor learning is applied systematically across all levels (early childhood, primary, and lower secondary) through frequent weekly activities and the intentional use of urban and cultural spaces as extensions of the classroom. This place-based perspective frames the environment as a generator of learning opportunities and supports the transition from outdoor practice to a caring, community-oriented school identity.

Methodologically, the study draws on qualitative data collected through structured interviews with the school principal and teachers. The interview protocol explored four main dimensions: systematisation and institutionalisation of outdoor practices; pedagogical methods and curriculum integration; well-being and inclusion; and the role of territorial partnerships. The data were analysed to identify recurring patterns and interpretive categories related to school transformation processes.

Results show that Outdoor Education functions as a catalyst for caring school practices. Students experience reduced anxiety, improved stress management, greater motivation, and stronger peer relationships. Teachers observe more equitable classroom dynamics, enhanced prosocial behaviours, and increased participation among students with diverse needs, including those with disabilities or socio-cultural disadvantages. Families report noticeable benefits and progressively request placement in classes adopting the outdoor-oriented approach, recognising its positive effects on well-being and engagement.

At the organisational level, the approach fosters a distributed model of care rooted in shared responsibility. The school acts as a hub connecting families, institutions, and third-sector organisations through formal agreements and educational pacts. This network supports not only didactic activities but also cultural inclusion initiatives, parental support services, and community events. Teachers’ professional learning is enhanced through peer mentoring, experiential training, and collaboration with university partners.

Overall, the case study illustrates how Outdoor Education, when intentionally integrated into school governance and curriculum, can redefine the school as a caring ecosystem. The shift from “Walking School” to “Caring School” highlights a broader educational vision where movement, exploration, and community bonds contribute to student well-being, social inclusion, and pedagogical innovation. The findings offer insights for schools aiming to adopt outdoor practices not as isolated activities but as drivers of cultural and organisational change.

Keywords:

Outdoor education, well-being, whole-school approach, equity, inclusion, school-community relationships.