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A substantial body of research highlights the value of nature experience in supporting children’s well-being and development. Given the growing interest in connectedness to nature (C2N), a better understanding of C2N measurement provides multiple opportunities, including consideration of the use of tools for research purposes and practitioner program measurement. The combination of interest in C2N and the potential for measuring the human relationship with nature provide the background for this exploratory study. The study’s goal was to highlight the appropriate use of C2N scales based on considerations of context and culture. Three different, albeit related, efforts to translate, adapt, and use C2N measurements with children in a Danish-Swedish context during 2021– 2022 were examined using case study methodology. Synthesis of the case studies provides general lessons and specific insights researchers and practitioners have learned regarding scale development and the application of measurement tools for children. Process functionality, child well-being, and conceptual appropriateness are three outcomes of the analysis that guide using child-oriented C2N scales in a Nordic context. The results highlight promoting discussions about nature and children’s access to nature while guiding scale use. Based on the results, a checklist was created supporting a decision-making process for scale use, A substantial body of research highlights the value of nature experience in supporting children’s well-being and development. Given the growing interest in connectedness to nature (C2N), a better understanding of C2N measurement provides multiple opportunities, including consideration of the use of tools for research purposes and practitioner program measurement. The combination of interest in C2N and the potential for measuring the human relationship with nature provide the background for this exploratory study. The study’s goal was to highlight the appropriate use of C2N scales based on considerations of context and culture. Three different, albeit related, efforts to translate, adapt, and use C2N measurements with children in a Danish-Swedish context during 2021– 2022 were examined using case study methodology. Synthesis of the case studies provides general lessons and specific insights researchers and practitioners have learned regarding scale development and the application of measurement tools for children. Process functionality, child well-being, and conceptual appropriateness are three outcomes of the analysis that guide using child-oriented C2N scales in a Nordic context. The results highlight promoting discussions about nature and children’s access to nature while guiding scale use. Based on the results, a checklist was created supporting a decision-making process for scale use

Research has shown that physical activity (PA) is important for health throughout the lifespan. Therefore, it is important that children develop the individual prerequisites that enable participation in PA throughout life. The theoretical concept physical literacy (PL) and the research field of PL has described such personal competences and traits. However, to promote PL among children and lifelong PA, there is a demand for more high-quality interventions to be developed and tested. When targeting children, schools are an important setting. Despite the possibility of promoting PL during PE lessons, few well-tested interventions have been developed. In this study, we therefore aim to context adapt and feasibility test an already existing and promising PL intervention to a Danish school context. The ADAPT and MRC guidelines were followed to adapt the Promoting Pupils Physical Literacy (3PL) intervention. Through workshops with stakeholders, the intervention was adapted to fit Danish 4th and 5th graders. Four Danish schools were recruited in a wait list design. The feasibility and acceptability of both the intervention and the effect study design will be investigated. To investigate the intervention, weekly questionnaires, observations, and interviews will be conducted during the intervention period. The feasibility of the effect study design will be investigated by collecting baseline and endline data on pupils’ PL and daily PA as well as parents’ socioeconomic status. Expected outcomes include a TIDieR checklist, a revised, feasible, and acceptable intervention, and an effect study design protocol. This will contribute to important steps in the direction of making PL interventions more accessible for practice. Valid testing of intervention effectiveness enables stakeholders to make informed decisions grounded in evidence. This will strengthen the possibilities of a successful outcome and for a PL intervention that is more accessible for pract

Research has shown that physical activity (PA) is important for health throughout the lifespan. Therefore, it is important that children develop the individual prerequisites that enable participation in PA throughout life. The theoretical concept physical literacy (PL) and the research field of PL has described such personal competences and traits. However, to promote PL among children and lifelong PA, there is a demand for more high-quality interventions to be developed and tested. When targeting children, schools are an important setting. Despite the possibility of promoting PL during PE lessons, few well-tested interventions have been developed. In this study, we therefore aim to context adapt and feasibility test an already existing and promising PL intervention to a Danish school context. The ADAPT and MRC guidelines were followed to adapt the Promoting Pupils Physical Literacy (3PL) intervention. Through workshops with stakeholders, the intervention was adapted to fit Danish 4th and 5th graders. Four Danish schools were recruited in a wait list design. The feasibility and acceptability of both the intervention and the effect study design will be investigated. To investigate the intervention, weekly questionnaires, observations, and interviews will be conducted during the intervention period. The feasibility of the effect study design will be investigated by collecting baseline and endline data on pupils’ PL and daily PA as well as parents’ socioeconomic status. Expected outcomes include a TIDieR checklist, a revised, feasible, and acceptable intervention, and an effect study design protocol. This will contribute to important steps in the direction of making PL interventions more accessible for practice. Valid testing of intervention effectiveness enables stakeholders to make informed decisions grounded in evidence. This will strengthen the possibilities of a successful outcome and for a PL intervention that is more accessible for pract

Background: Education can create better opportunities for health, and vice versa. Using a so-called ‘add-in’ approach, school-based physical activity (PA) promotion and prevention of sedentary behaviours can increase pupils’ wellbeing and learning and, on the longer term, reduce the risk of non-communicable diseases. A PA ‘add-in’ approach involves integrating PA into teachers’ curricular obligations without being an extra burden as opposed to an ‘add-on’ approach which requires additional operational resources and include activities that do not explicitly contribute towards curricular targets making them less long-term acceptable in a school-based context. Previous studies investigating education outside the classroom (EOtC) show mutual benefits for both health and education outcomes among children and adolescents. However, the evidence is of mixed quality and questionable certainty, which calls for further investigation. The aim of this study protocol is to describe and discuss the study design and methods to investigate the efficacy and mechanisms of EOtC as a vehicle for health and education. The study investigates the intervention developed and conducted in the TEACHOUT study with updated and strengthened design and measures. Methods: The efficacy of EOtC will be investigated in a cluster randomised waitlist design. Participants will be pupils in ~54 classes, grades 4-10 (ages 10-15 years) in ~30 Danish elementary schools. Fifteen schools will be randomised to the intervention: a two-day EOtC training course targeting teachers followed by the teachers implementing EOtC >5 hours weekly over the course of one school year. Pre- and post-measures of health (PA and wellbeing) and learning (school motivation and academic achievement) will be collected. Investigation of pedagogical and motivational mechanisms will be based on observations of EOtC. Discussion: The updated randomised controlled design will provide firmer evidence for the efficacy and mechanisms of

Background: Education can create better opportunities for health, and vice versa. Using a so-called ‘add-in’ approach, school-based physical activity (PA) promotion and prevention of sedentary behaviours can increase pupils’ wellbeing and learning and, on the longer term, reduce the risk of non-communicable diseases. A PA ‘add-in’ approach involves integrating PA into teachers’ curricular obligations without being an extra burden as opposed to an ‘add-on’ approach which requires additional operational resources and include activities that do not explicitly contribute towards curricular targets making them less long-term acceptable in a school-based context. Previous studies investigating education outside the classroom (EOtC) show mutual benefits for both health and education outcomes among children and adolescents. However, the evidence is of mixed quality and questionable certainty, which calls for further investigation. The aim of this study protocol is to describe and discuss the study design and methods to investigate the efficacy and mechanisms of EOtC as a vehicle for health and education. The study investigates the intervention developed and conducted in the TEACHOUT study with updated and strengthened design and measures. Methods: The efficacy of EOtC will be investigated in a cluster randomised waitlist design. Participants will be pupils in ~54 classes, grades 4-10 (ages 10-15 years) in ~30 Danish elementary schools. Fifteen schools will be randomised to the intervention: a two-day EOtC training course targeting teachers followed by the teachers implementing EOtC >5 hours weekly over the course of one school year. Pre- and post-measures of health (PA and wellbeing) and learning (school motivation and academic achievement) will be collected. Investigation of pedagogical and motivational mechanisms will be based on observations of EOtC. Discussion: The updated randomised controlled design will provide firmer evidence for the efficacy and mechanisms of

Education outside the classroom (EOtC) is a primary school educational approach that utilizes the school's local environment for teaching purposes. The aims of this study are 1) to examine the provision and characteristics of regular EOtC (referred to as udeskole in Danish), in Denmark in 2019 and 2) to investigate trends in the extent of the practice of regular EOtC in Denmark from the first surveys in 2007 and 2014 to 2019. Firstly, some of the nationwide regular EOtC development projects and initiatives that were rolled out between 2014 and 2019 is described. Secondly, we present the results of the recent 2019 survey of the provision of regular EOtC in public, private, and special-needs primary and lower secondary schools. Third, trends of regular EOtC provision in general schools, i.e., public and independent schools, are examined with combined data from 2014 and 2019, and discussed in light of the 2007 data. In both 2007, 2014 and 2019, school leaders were asked to report whether EOtC was taking place regularly at their school. Regularity was operationalized as at least half a day every second week for a longer period. At the school level, the proportion of schools practising regular EOtC remained constant from 2014 to 2019, but the 2019 provision was larger among special-needs schools (34.0 %) than among general schools (19.5 %). The number of classes per public school practising regular EOtC increased by 31.8 % (7.0–9.2 classes), and the proportion of general schools with a local description of regular EOtC as a target approach increased from 24.5% to 45.2%. As more teachers seem to be practising regular EOtC and seem to be clustering within the same schools, the provision should be taken into account in plans for urban green spaces for education and schools.

We investigated how pupils experience education outside the classroom (EOtC) as it relates to their social and academic well-being. A Danish 6th grade class were taught twice a week for nine months using EOtC. We sampled five academically low- and five high-achieving pupils from the class and conducted qualitative observations and interviews with those pupils. We found that EOtC can positively influence pupils’ social well-being regardless of academic level; however, the learning environment and required autonomy in EOtC may distract low-achieving pupils, particularly boys. Pupils’ academic level in the classroom was related to their academic well-being in EOtC and EOtC might strengthen academic exclusion. Therefore, we conclude that EOtC may not have an unambiguously positive influence on pupils’ social and academic well-being.

Background: An emerging field of research indicates that the use of learning environments other than the classroom can improve pupils’ academic achievement in several subjects, including their skills in mathematics. Purpose: The aim of this study was to investigate the association between Education Outside the Classroom (EOtC) and pupils’ skills in mathematics.Methods: This explorative, quasi-experimental study involved schoolchildren (aged 9–13 years) from 15 Danish public schools who participated in EOtC over the course of a school year. The mathematical skills of pupils from 23 EOtC maths intervention classes (n=421) and 12 EOtC non-maths comparison classes (n=198) were measured at the start and end of the 2014–2015 school year.Results: Both groups showed improved maths skills; however, we found no significant difference between the EOtC maths and the comparison groups. Conclusion: The results indicate that, in this explorative study, moving maths teaching outside the classroom neither harmed nor improved pupils’ mathematical skills. These results and implications for research are discussed.

Background: Education Outside the Classroom (EOtC) is a teaching method that is gaining traction, aiming to promote learning and well‐being. However, research on the association between EOtC and well‐being is limited. Methods: This quasi‐experimental trial involved pupils (9–13 years) from 16 Danish public schools which implemented EOtC in some classes. Pupils (N = 511) from 27 classes were regularly exposed to EOtC (2–7 hours per week), and pupils (N = 120) from 7 parallel comparison classes were much less exposed (less than 2 hours per week). The pupils' psychosocial well‐being was measured at the beginning and end of the school year using the Strengths and Difficulties Questionnaire. The results were compared between the groups. Results: Pupils regularly exposed to EOtC showed the greatest improvement in prosocial behavior. Negative associations were seen between EOtC and hyperactivity‐inattention and peer problems in pupils of low socioeconomic status (SES). The observed improvements were smaller when the EOtC was spread over a larger number of sessions. Results were independent of sex. Conclusions: Regular exposure to EOtC was found to promote social well‐being, especially for pupils of low SES, and was most beneficial when concentrated in fewer, longer sessions.

The aim of the present study was through semi-structured interviews to explore udeskole teacher’s perceptions of motivational factors and challenges while teaching regularly outside the classroom on a weekly basis during a year. Six females and two male udeskole teachers participated and answered an interview guide containing five themes about their motivations, student relations, teaching experiences, challenges and recognition. Udeskole was perceived to have substantial potentials to improve both academic learning and life skills and ‘the common third’, i.e. teacher–pupil relations, was mentioned as a value added to the indoor teaching. Health and safety issues were not perceived as barriers

In this study, we explored how teachers can take advantage of a ‘place’ in urban environments outside the school and thereby stimulate pupils’ situational interest in science teaching. Drawing on the Sophos research method, we conducted a single case study including film-elicited interviews. The data consisted of transcribed interviews with 4 experienced teachers and 11 pupils. The interviews were elicited by films showing group work in science teaching in urban environments: a parking lot, a green public park and a zoo. We conducted individual interviews with science teachers, while the interviews with pupils were carried out in small groups. To analyse our data, we applied a hermeneutic content analysis. We identified seven place-conscious teaching methods that have the potential to stimulate pupils’ situational interest. These methods included: (1) handling objects; (2) integrating new places; (3) alignment between the environment and task; (4) integrating minimal cultivated places; (5) providing a science perspective on everyday places; (6) disseminating historical or cultural knowledge of places; and (7) surprises. Starting from a discussion drawing on studies that explored triggers of pupils’ situational interest, we argue that science teachers can draw on these seven place-conscious methods to stimulate interest in science teaching in urban environments.

The use of education outside the classroom (EOtC) in schools is increasing; however, there are currently few studies assessing the longer-term impacts on academic achievement. The aim of the present study was to investigate the association between one school-year of regular (more than 2.0 h a week) participation in EOtC and Danish primary school children's reading performance. We conducted a quasi-experimental study involving 20 EOtC intervention group classes and 10 comparison group parallel classes (Grades 3–6). Children were tested pre- and post-intervention in reading performance. We found that exposure to EOtC had a small positive impact on test scores. The implication that regular EOtC is positively associated with reading performance is discussed.

This study is the first to investigate education outside the classroom (EOtC) and pupils’ social relations in a large-sample experimental design. Social Cognitive Mapping was used to collect data on informal peer affiliation groups among pupils, aged 9–13 years, at the start and end of the school year. 332 pupils from 16 classes that were regularly exposed to EOtC, were compared with 158 pupils from 8 comparable classes that were not. Regular exposure to EOtC was positively associated to a gain in new peer affiliations, but not to increases in the total number of relations. In conclusion, regular exposure to EOtC is related to minor positive changes in pupils’ informal peer affiliations in their class networks.

Udeskole er en bred betegnelse for faglig undervisning i grundskolen, der gennemfres p steder uden for skolers bygninger. Udeskole er karakteriseret ved hndgribelige og praktiske arbejdsformer, elev-styrerede opgaver, gruppearbejde og undersgelse af konkrete fnomener i natur og samfundsinstitutioner. Med afst i self-determination theory, har udeskole trivselsfremmende potentialer. Kvalitative case studier understtter, at udeskole kan bidrage positivt til tre aspekter der er relateret til brns trivsel; psykologiske trivsel, indre skolemotivation og sociale relationer i klassefllesskabet. Imidlertid har kun f kontrollerede eksperimentelle studier, i en strre stikprve, undersgt sammenhnge mellem udeskole og disse aspekter. Derfor er formlet med afhandlingen, at undersge disse sammenhnge. Elever (n = 511-311) p 3. Til 6. Klassetrin, med en overvejende middel til hj sociokonomisk status, blev i ni mneder regelmssigt eksponeret for udeskole, som hovedsageligt foregik i natur og grnne miljer, omkring fem timer om ugen i gennemsnit. Stikprven blev sammenlignet med elever (n = 120-56) fra tilsvarende klassetrin, heriblandt parallelklasser, der kun modtog lidt udeskole hovedsageligt p skolens arealer, omkring n time om ugen i gennemsnit i samme periode. Forskel i trivsel mellem interventions- og kontrolgruppen, fra september 2014 til maj 2015, blev mlt med strengths and difficulties questionnaire (sdq), academic self-regulation questionnaire (srq-a) og social cognitive mapping (scm), og blev sammenlignet mellem interventions- og kontrolgruppe. Regelmssig eksponering for udeskole havde en positiv sammenhng med sociale styrkesider, indre skolemotivation og dannelsen af nye elev-elev interaktionsrelationer i klassefllesskabet. Ingen sammenhnge afhang af kn. Negative sammenhnge blev fundet mellem regelmssig eksponering for udeskole og hyperaktivitetopmrksomhedsvanskeligheder samt vanskeligheder i forhold til jvnaldrende, for elever med lav sociokonomisk status. Afhandlingens konk

The aim of this quasi-experimental intervention study was to investigate the association between primary school students’ (9–13 years) school motivation and regular participation in education outside the classroom (EOtC). School motivation of 311 Danish public students from 24 intervention classes and 88 students from seven parallel comparison classes was measured at the start and end of the 2014–2015 school year using the Academic Self-Regulation Questionnaire (SRQ-A). Exposure to EOtC was monitored by intervention and comparison teachers. Multilevel analyses showed that regular exposure to EOtC was associated with improvement in intrinsic motivation and was moderated by prior intrinsic motivation in favor of students with higher prior intrinsic motivation. Results were independent of gender and socio-economic-status., The aim of this quasi-experimental intervention study was to investigate the association between primary school students’ (9–13 years) school motivation and regular participation in education outside the classroom (EOtC). School motivation of 311 Danish public students from 24 intervention classes and 88 students from seven parallel comparison classes was measured at the start and end of the 2014–2015 school year using the Academic Self-Regulation Questionnaire (SRQA). Exposure to EOtC was monitored by intervention and comparison teachers. Multilevel analyses showed that regular exposure to EOtC was associated with improvement in intrinsic motivation and was moderated by prior intrinsic motivation in favor of students with higher prior intrinsic motivation. Results were independent of gender and socio-economic-status.

Current research points to Personal Meaning Mapping (PMM) as a method useful in investigating students’ prior and current science knowledge. However, studies investigating PMM as a method for exploring specific knowledge dimensions are lacking. Ensuring that students are able to access specific knowledge dimensions is important, especially in science teaching outside the classroom, where “hands-on” approaches and experiments are often part of teaching and require procedural knowledge, among other things. Therefore, this study investigates PMM as a method for exploring specific knowledge dimensions in formal science education integrating teaching outside the classroom. We applied a case study design involving two schools and four sixth-grade classes. Data were collected from six students in each class who constructed personal meaning maps and were interviewed immediately after natural science and technology lessons in the classroom, and again after experiencing teaching outside the classroom. Maps and interviews were analysed drawing on Bloom’s revised taxonomy of educational objectives. Our findings show that PMM is highly useful for identifying and activating factual knowledge, conceptual knowledge and the subcategories of knowledge within these dimensions as well as metacognitive self-knowledge. However, as a method for identifying and activating procedural knowledge, it seems limited. Our analysis thus provides a novel understanding of the rigor of PMM for analysing students’ science knowledge, which is of relevance for educators and researchers within science education.

Education Outside the Classroom (EOtC) activities are characterised by teachers making use of the local environment when teaching specific subjects. EOtC is described as involving innovative teaching methods, child-led approaches to problem solving, experimentation, cooperation, physical activity and play. Self-Determination Theory suggests three basic psychological needs, i.e. competence, autonomy and relatedness. EOtC supports of all these needs. When these needs are satisfied pupils experience more well-being. There is a lack of clear research-based evidence about the impact of EOtC on pupils’ well-being. Therefore, we aim to investigate the effect of EOtC on pupils’ general psychological well-being using a quasi-experimental equivalent groups design. In total, 28 EOtC-classes and 20 non-EOtC parallel classes participated. The EOtC teachers participated in a two day course about the didactics of EOtC and agreed to provide 5 hours of EOtC 1-2 days a week during the schoolyear 2014/15. Non-EOtC teachers were asked to provide lessons as usual. Using the Strengths and Difficulties Questionnaire, data on the pupils (n=918) general psychological well-being was collected at the beginning and end of the schoolyear. The amount and characteristics of the actual EOtC provided in both EOtC and non-EOtC classes was monitored day-today throughout the intervention period using an online teacher survey platform. The influence of EOtC was analyzed by comparing EOtC pupils to control pupils on their well-being scores at the end of the year of EOtC adjusting for the baseline values (from the beginning of the year). The theoretical foundation, study design and main finding will be presented.

Education outside of classroom (EOtC) is characterized as compulsory school activities taking place outside the school buildings as a supplement to classroom teaching to provide engaging and varied teaching. Previous research indicates that EOtC can have a positive impact on pupils’ social and academic skills and well-being. However, there is a lack of research on pupils’ own assessment of their subjective well-being, as an indication of how pupils perceive EOtC. Therefore, we aim to investigate how academically strong and academically challenged pupils respectively experience EOtC, and how this influences their well-being in school. During the school year 2014/15, a Danish 5th grade school class participated in EOtC twice a week. Five academically strong and five academically challenged pupils were sampled on the basis of their test results in reading (mother tongue) and math. Qualitative interviews with the pupils were conducted autumn 2015. The intended impact is not to generalize but to inform about pupils’ experience with EOtC. By using an extreme case – a class with a thorough use of EOtC - we gain sound data on so-called ‘good’ EOtC. This study is still in process, but based on the few studies investigating well-being in outdoor learning environment, we expect that EOtC is positively experienced among all pupils corresponding with greater well-being. However, we could also expect that among academically challenged pupils, a more unstructured activity based learning environment may lead to reduced well-being, which could also count for academically strong pupils seeing EOtC as a distraction or waste of time.

Background: Education Outside the Classroom (EOTC) is a teaching method that aims to promote schoolchildren’s learning, physical activity (PA), social relations, motivation, and well-being. EOTC activities are characterized by teachers using the local environment in their teaching, and involve innovative teaching methods, child-led approaches to problem-solving, experimentation, cooperation, PA, and play. EOTC has become common practice for many teachers in Scandinavia; however, only case studies have evaluated its impacts. The TEACHOUT study aims to evaluate the impacts of EOTC on Danish schoolchildren’s PA, social relations, motivation, well-being, and learning. Methods: TEACHOUT is a quasi-experimental, cross-disciplinary study. Sixteen schools participated, containing 19 EOTC school classes and 19 parallel non-EOTC classes, with a total of 834 children aged 9 to 13 years. Measures of the children’s social relations, motivation for school, well-being, and academic performance were collected at the beginning and end of the school year. Data on PA levels were collected over ten-day periods during the school year using accelerometers. The amount and characteristics of the actual EOTC provided in both EOTC and nonEOTC classes were monitored day-to-day throughout the school year, using an online teacher survey platform. The effects of EOTC are mainly analysed by comparing EOTC pupils to non-EOTC (i.e. control) pupils based on their scores on the outcome variables (i.e. school performance, well-being, motivation, and social relations) at the end of the school year, adjusting for the baseline values (from the beginning of the year). The impacts of EOTC on PA are evaluated by comparing the total as well as context-specific amounts of PA of children participating in EOTC to those of children in their parallel non-EOTC classes. Furthermore, the interdependencies between PA, social relations, well-being, motivation, and learning are explored using path analysis. To help

Using a conceptual model focused on purposes, aims, content, pedagogy, outcomes, and barriers, we review and interpret literature on two forms of outdoor learning: Forest Schools in England and udeskole in Denmark. We examine pedagogical principles within a comparative analytical framework and consider how adopted pedagogies reflect and refract the culture in which they are embedded. Despite different national educational and cultural contexts, English Forest Schools and Danish udeskole share several commonalities within a naturalistic/progressive pedagogical tradition; differences appear in the degree of integration within national educational systems. Global calls for increased connection to nature and recent alignment of results-driven school systems in both countries influence their foundational principles, perhaps leading to greater convergence in the future. We argue that close attention to pedagogical principles are necessary to ensure better alignment of purpose and practice to elicit specific outcomes and enable comparison between different types.

Education outside of classroom (EOtC) is characterized as compulsory school activities taking place outside the school buildings as a supplement to classroom teaching to provide engaging and varied teaching. Previous research indicates that EOtC can have a positive impact on pupils’ social and academic skills and well-being. However, there is a lack of research on pupils’ own assessment of their subjective well-being, as an indication of how pupils perceive EOtC. Therefore, we aim to investigate how academically strong and academically challenged pupils respectively experience EOtC, and how this influences their well-being in school. During the school year 2014/15, a Danish 5th grade school class participated in EOtC twice a week. Five academically strong and five academically challenged pupils were sampled on the basis of their test results in reading (mother tongue) and math. Qualitative interviews with the pupils were conducted autumn 2015. The intended impact is not to generalize but to inform about pupils’ experience with EOtC. By using an extreme case – a class with a thorough use of EOtC - we gain sound data on so-called ‘good’ EOtC. This study is still in process, but based on the few studies investigating well-being in outdoor learning environment, we expect that EOtC is positively experienced among all pupils corresponding with greater well-being. However, we could also expect that among academically challenged pupils, a more unstructured activity based learning environment may lead to reduced well-being, which could also count for academically strong pupils seeing EOtC as a distraction or waste of time.

Background: Education Outside the Classroom (EOTC) is a teaching method that aims to promote schoolchildren’s learning, physical activity (PA), social relations, motivation, and well-being. EOTC activities are characterized by teachers using the local environment in their teaching, and involve innovative teaching methods, child-led approaches to problem-solving, experimentation, cooperation, PA, and play. EOTC has become common practice for many teachers in Scandinavia; however, only case studies have evaluated its impacts. The TEACHOUT study aims to evaluate the impacts of EOTC on Danish schoolchildren’s PA, social relations, motivation, well-being, and learning. Methods: TEACHOUT is a quasi-experimental, cross-disciplinary study. Sixteen schools participated, containing 19 EOTC school classes and 19 parallel non-EOTC classes, with a total of 834 children aged 9 to 13 years. Measures of the children’s social relations, motivation for school, well-being, and academic performance were collected at the beginning and end of the school year. Data on PA levels were collected over ten-day periods during the school year using accelerometers. The amount and characteristics of the actual EOTC provided in both EOTC and nonEOTC classes were monitored day-to-day throughout the school year, using an online teacher survey platform. The effects of EOTC are mainly analysed by comparing EOTC pupils to non-EOTC (i.e. control) pupils based on their scores on the outcome variables (i.e. school performance, well-being, motivation, and social relations) at the end of the school year, adjusting for the baseline values (from the beginning of the year). The impacts of EOTC on PA are evaluated by comparing the total as well as context-specific amounts of PA of children participating in EOTC to those of children in their parallel non-EOTC classes. Furthermore, the interdependencies between PA, social relations, well-being, motivation, and learning are explored using path analysis. To help