Affective impacts
Teachers reported that students’ attitudes towards participation in the
activities were very good. Six felt that it was markedly different there. More
students were more willing, more active. There was a much higher level of
motivation. Others reported that the students’ enthusiasm was just as strong
as in school. Students received an immense boost to their self-esteem and
confidence when they realised they were achieving well alongside those who
normally do so more visibly at school. One Head of Year in a second interview
noted that several students had re-identified themselves within their classes
back at school and were now seemingly far more confident amongst their
peers. Students’ attitudes to being in very rural environments were generally
extremely positive.
Interpersonal and social impacts
Nine teachers noted that students’ levels of trust in one another improved over
the course. Generally, students readily accepted that rules were necessary for
safety, success and respect. Eleven of the 13 groups were made up of
students who did not necessarily know each other well before the trip,
although very rarely did a student not know anyone else. All teachers
observed new friendships being formed among students and one Head of
Year noted in the second interview that students are subsequently interacting
back at school and the trip has initiated this. She hoped that the group will
infiltrate the whole year and foster better relationships generally as students
move into Year 9. Teachers were extremely pleased with the development of
teamwork skills that students negotiated whereas they wouldn’t in school.
Most teachers felt that the impacts on males and females were very similar on
the courses. Two teachers were pleased to report that usually dominant boys
were more co-operative than at school. Males who were not considered to be
the most vocal / dominant were seen being much more active. There were