Building resilience and teaching learners about sustainable living through outdoor swimming and water safety learning

Abstract

A new curriculum was implemented in Norwegian schools in 2020 that aimed to teach learners about sustainable living through outdoor swimming and water safety (SWS). Employing sense of coherence (SOC) as a theoretical framework, this study examines how teachers built resilience and taught learners sustainable living through outdoor SWS lessons, focusing on comprehensibility, manageability, and meaningfulness. It was conducted in Norway during outdoor SWS lessons at a local beach. Observations and photo-elicitation interviews (PEIs) were conducted with two primary school teachers. Data were analysed using template analysis, with SOC forming the a priori themes. Findings revealed that teachers facilitated resilience building through experiential learning, allowing learners to engage with tasks, peers, and their environment. Exposing learners to adverse water situations and giving them control over their learning process may build resilience and well-being. Furthermore, teachers’ insights into outdoor learning processes can inspire better policies and practices for sustainable, health-promoting education.