b'ALL THE FEELS CIRCLE UPThe real job of an Outward Bound Instructor isThere is something about doing hard things to put themselves out of a job by the end of thetogether that solidifies connection. Students have course. As time goes on, they do less training andbeen through the ringer as they emerge from Covid managing of students and pass more and more ofisolation, grapple with climate change and rally the responsibility to the youth themselves. This isaround social change. Outdoor experiential learning why we see such high impact around self-regulationcourses are inherently a social experience where and emotional control - both incredibly importantgroups of students work as a crew to overcome elements of mental health and well being. Therechallenges and build trusting relationships.is a substantial and rigorous body of evidence showing that students learn more and classroomsWith loneliness on the rise (2), Outward are more effective when children and adolescentsBound courses can be a balm of have the skills andconnection, which improves physical, competencies tomental, and emotional well-being. Self-regulation manage emotions,We hear it time and time again, our focus their attention,participants make lifelong friendships An ability to countersuccessfully navigateafter 7, 14, or 22 days in the wilderness. distraction and strong emotions by calming,relationships withStudents who feel a sense of belonging refocusing, and turn-taking. peers and adults. (1) have lower prevalence of poor mental health and tend to do better in school.Alongside how to set up a tent or cook dehydrated potatoes,We hear it time and time again, our participants Instructors teach critical interpersonalmake lifelong friendships after 7, 14, or 22 days skills like how to identify emotions,in the wilderness. Students who feel a sense of work through them, seek feedback frombelonging have lower prevalence of poor mental peers, and make changes next time theyhealth and tend to do better in school. (3) Time arise. The more time spent on courseaway from the triggers of screen time, social media in this tight knit peer group, the moreand a divisive culture forces young people to build opportunities they have to practice andrelationships IRL (in real life), social skills that they master these lessons. will take home with them to support self-esteem and engagement long term.RESOURCES1 The Evidence Base for How We Learn: Supporting Students Social,3 CDC Mental Health, Suicidality, and Connectedness Among Emotional, and Academic Development High School Students During the Covid-19 Pandemic2 The Center for Compassion and Altruism Research and Education at Stanford University. Connectedness & Health: The Science of Social Connection'