Social Emotional Learning Outcomes of Middle School Students in Adventure Education

Purpose : This study explored how adventure education (AE) can promote social emotional learning (SEL) outcomes in middle school physical education. Method : One hundred forty-four middle school students participated in a 5-day AE unit targeting SEL competencies: social awareness, self-management, and relationship skills. Data were collected via formative and summative assessments, student reflections, and classroom observations then analyzed using collaborative thematic analysis. Results : Findings were categorized by SEL competencies based on the Collaborative for Academic, Social, and Emotional Learning framework. Students demonstrated growth in social awareness, self-management, and relationship skills. Subcompetencies included empathy, respect, impulse control, social engagement, and teamwork. Students often connected AE experiences to broader life contexts. Discussion/Conclusion : The study supports that SEL can be intentionally taught and assessed in physical education. When integrated with AE, SEL fosters meaningful learning and student engagement. Embedding SEL across instructional models may support holistic, long-term development in physical education.