Investigating teacher-student relationships from classrooms to outdoor learning: exploring engagement with learning by listening to ‘the voices’ of young people

Despite acknowledgement that positive teacher-student relationships can support young people to engage as they transition through school, many students continue to disengage. Research identifies experiences outdoors can foster positive teacher-student relationships but does not adequately address young people’s perspectives or experiences, offering limited explanations of the context and dynamic qualities of relationships. This thesis seeks to address this within the context of one English state secondary school. It investigates teacher-student relationships from classrooms to outdoor learning by listening to ‘the voices’ of young people to explore the impact of outdoor learning on students’ engagement with learning. An interpretivist approach informed by critical constructivism is adopted to examine the formation of teacher-student relationships from the perspective of year 7 (aged 11-12 years). The research explores related social structures and concepts that might shape and define students’ experiences to understand how fostering positive relationships between teachers and young people through outdoor learning might influence engagement with learning, thus creating positive learning environments. Reflective thematic analysis of the data reveals young people view teacher-student relationships to be influenced by behaviours, learning approaches and the learning environment. From this young people state their requirements for the formation of positive teacher-student relationships to include appropriate tasks and activities, calm, stress free learning environments and caring, supportive teachers who get to know them individually. The research offers a new perspective on teacher-student relationships, making a specific contribution to knowledge in the context of English Secondary Education, as young people state they require positive teacher-student relationships before they will endeavour to engage with learning and that the outdoors offers an effective environment for positive teacher-student relationships to be built. The practical implications of the research show outdoor learning provides an appropriate learning environment for young people’s requirements to be met so they feel able to form positive relationships with teachers that encourages them to engage with learning. A key dimensions framework, created from the research findings, identifies young people’s requirements to recommend how the findings can be interpreted and used in developing educational policies and as part of educational practice, to build positive teacher-student relationships and thus support engagement with learning.