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The Positive Impact of a One-Month 'At Risk' Experiential Education Program: Twenty Years of Academic, Behavioral, and Self-Esteem Data

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Title: The Positive Impact of a One-Month 'At Risk' Experiential Education Program: Twenty Years of Academic, Behavioral, and Self-Esteem Data
Language: English
Authors: Simon Priest, Melinda Martin-Tollette, Sanford Tollette
Source: Schools: Studies in Education. 2025 22(1):126-143.
Availability: University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 3
Primary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Descriptors: Experiential Learning, Elementary School Students, Grade 3, Grade 4, Grade 5, Resident Camp Programs, At Risk Students, Academic Achievement, Student Behavior, Self Esteem, Program Effectiveness
DOI: 10.1086/734956
ISSN: 1550-1175
2153-0327
Abstract: Students in grades 3, 4, and 5 participated in a monthlong experiential program conducted at a residential camp. The children were deemed "at risk" due to one or more of the following concerns: poor academic performance, behavioral issues, and extremely low self-esteem. The program consisted of tutoring in social issues and academic subjects by certified teachers and engaging in adventure and environmental activities with camp staff. Parents were included through mandatory information workshops held once a week at either drop-off or pick-up times. Homeroom teachers and parents were asked to evaluate and comment on the academic performance, behaviors, and self-esteem of the children following their camp experiences. Students improved in all three. Qualitative analysis explained the short-term improvements and lasting long-term success for years after as influenced by 14 unique factors.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475631
Database: ERIC
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Abstract:Students in grades 3, 4, and 5 participated in a monthlong experiential program conducted at a residential camp. The children were deemed "at risk" due to one or more of the following concerns: poor academic performance, behavioral issues, and extremely low self-esteem. The program consisted of tutoring in social issues and academic subjects by certified teachers and engaging in adventure and environmental activities with camp staff. Parents were included through mandatory information workshops held once a week at either drop-off or pick-up times. Homeroom teachers and parents were asked to evaluate and comment on the academic performance, behaviors, and self-esteem of the children following their camp experiences. Students improved in all three. Qualitative analysis explained the short-term improvements and lasting long-term success for years after as influenced by 14 unique factors.
ISSN:1550-1175
2153-0327
DOI:10.1086/734956