“I don't take what's in[side] outside, I see it as a different environment”: Understanding the factors influencing outdoor play and learning implementation in Scotland’s early childhood education settings

• We explored factors influencing routinisation of outdoor play and learning (OPL) in Scottish early childhood education (ECE) settings. • W used Normalisation Process Theory to guide semi-structured interviews with 15 educators across five Glasgow-based ECE settings. • Identified four systemic enablers: policy endorsement, leadership support, resources, and practitioner capacity. • Our findings are framed through a systems-lens to inform multi-level interventions supporting OPL integration. Scotland’s early years sector benefits from progressive policies advocating outdoor provision to support healthy child development and wellbeing, yet implementation success often varies across early childhood education (ECE) settings. This study sought to understand the factors that influence routinisation of outdoor play and learning (OPL) within Scottish ECE settings. Guided by Normalisation Process Theory, we conducted semi-structured interviews with 15 ECE educators across five ECE settings in Glasgow, Scotland. Thematic analysis revealed four interconnected factors that influence the normalisation of OPL across multiple levels of the ECE system: (i) policy endorsement, (ii) leadership support, (iii) adequate resources, and (iv) practitioners’ capacity. Framed through a systems-lens, these factors represent upstream (structural), midstream (organisational), and downstream (practitioner-level) opportunities for intervention. Leadership and organisational culture influence how outdoor space is used and valued, while practitioner confidence and autonomy determine how OPL is routinised. The study highlights the complex interplay between practitioners’ personal interest (or lack of) in the outdoors, investment in professional training, and belief in OPL’s developmental value, emphasising the importance of equitable access to natural outdoor spaces and resources. Recommendations for international stakeholders include embedding OPL into policy frameworks, investing in infrastructure and training, and promoting inclusive access to public outdoor spaces. By addressing systemic enablers and barriers, OPL can be effectively integrated into ECE practice, contributing to children’s wellbeing and development.