Influence of a Nautical Activity Programme on Success Rate in High School Students

Abstract This study examines the academic impact of a structured, nature-based intervention involving nautical activities in coastal environments. Implemented across two secondary schools in Huelva (Spain) as part of the Atlantic Youth Erasmus+ project, the programme engaged 230 students (46.08% female) over a seven-year period (2013–2020). A quasi-experimental interrupted time series (ITS) design was used to analyse shifts in key educational indicators – on-time graduation, dropout, grade repetition, and absenteeism – relative to provincial and regional trends. The findings reveal substantial improvements, particularly in graduation rates and dropout reduction. At CSE González de Aguilar, on-time completion rose from 56.3% to 64.5%, while dropout fell by 58.5%. CSE Guadiana saw an increase in graduation from 49.5% to 59.9%, with a more modest decline in dropout. A difference-in-differences analysis confirmed that these gains outpaced broader educational trends. The intervention’s effects varied by context: dropout reduction was more pronounced in González de Aguilar, whereas improved retention was observed in Guadiana. Despite limitations related to follow-up duration and uncontrolled contextual factors, the results underscore the educational potential of immersive, nature-oriented learning, particularly in enhancing academic resilience and student engagement.