Personal health impacts of adventurous outdoor learning

Abstract This article examines the burgeoning field of study exploring links between health, wellbeing, and adventurous outdoor learning. Key terms (outdoor learning, adventure, nature, health, wellbeing, and wellness) are defined before delving into dimensions of wellbeing that contribute to human health, with specific outdoor learning components for meaningful development of these dimensions. The authors have varied backgrounds in outdoor learning and bring collective expertise in biochemistry, neurophysiology, indigenous healing, remote health promotion, ecohealth, and wellbeing. We investigate the neural pathways through which personal health is impacted by outdoor experiences, with a particular focus on the role of neurotransmitters, explaining how stress, mood, and cognition are affected by brain chemistry due to activities in natural environments. The complex interplay of influencing factors that shape the effectiveness of outdoor programs are explored, including social connections, personal characteristics, and unique environmental settings. In an outdoor programming climate that has seen a notable reduction in funding and support over the past decade, particularly in secondary and tertiary education, this article presents a holistic and physiologically grounded case for integrating nature-based adventure into health and educational practices, with a record of tangible benefits for participants. We conclude with recommendations for policy and practice.