Evaluation of a Ropes Course Experience for At-Risk Secondary School Students

Abstract

This study evaluated the effects of a one-day ropes course on students' classroom involvement and affiliation. Middle and junior high school students who participated in the ropes course were from classes designed for students at risk for emotional and behavioral disorders. Using the Classroom Environment Scale (CES) Short Form, students evaluated their relationships with peers in their classrooms before and after the ropes course. Small changes in scores were detected using the CES: two classes of students at risk for internalizing behavior problems had a significant increase (p < .05) in feelings of involvement, and the middle school classes (in aggregate) had a statistically significant decrease (p < .05) in their affiliation scores. Responses to an open-ended survey were mostly positive. Further study with larger groups of students and, perhaps, more intense and focused intervention at the ropes course seems warranted.