Abstract
This small-scale case study begins with some background to outdoor education and residential trips. The article then moves on to look at some of the research around the importance of the child as person and the nature of pupil–teacher relationships in the working environment of the classroom. It then investigates the development of pupil–teacher relationships on a residential trip by discussing the range of interactions which took place. How these interactions may enhance learning back at school is considered as are the benefits of these interactions to newly qualified teachers and to more experienced teachers. The conclusion suggests that outdoor learning should have a stronger place in primary and middle school activity to challenge labeling and create a more effective ‘working consensus’.
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