Adventure Based Education as a Potential Intervention for Disruptive School Behavior

Abstract

The purpose of this synthesis was to examine the existing body of knowledge on adventure education and its potential as an intervention for disruptive student behavior such as off task behavior, insubordination, and bullying. Previous research has identified low self-concept and low levels of social intelligence as predictors of disruptive behavior. Adventure education was examined for its ability to address these predictors. Common themes which emerged throughout the critical mass of adventure education research were positive effects on self-concept, social intelligence, relationships, resilience, and overall student behavior. The majority of the current body of knowledge examines adventure education programs in outdoor settings rather than the context of public school physical education classes. While previous research indicates that adventure education is an effective treatment for low levels of self-concept and social intelligence further research is needed to address the impact of this intervention on learners who display challenging behavior. Specifically, future research should examine the critical characteristics that must be included in an adventure education physical education curriculum to make it an effective intervention.