Journal of Adventure Education & Outdoor Learning is the official journal of the Institute for Outdoor Learning. The main purpose of the journal is to provide a central point for the publication and dissemination of research and scholarship on adventure and the ‘outdoors' as media for learning as well as recreation. It aims to promote dialogue, research, thinking, teaching and practice from critical perspectives in the fields of adventure education and outdoor learning. It is intends to publish papers concerned with social, cultural, political, ethical and environmental issues in the outdoor studies field.

Outdoor Learning is a broad term that includes: outdoor play in the early years, school grounds projects, environmental education, recreational and adventure activities, personal and social development programmes, expeditions, team building, leadership training, management development, education for sustainability, adventure therapy.

Adventure Education refers to educational implications of activities which are perceived to have elements of personal, social or psychological risk.

Papers that report on research with a wide international interest are especially welcome as are papers engaging with critical, theoretical and methodological perspectives.

Peer Review Policy:
All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.

Disclaimer for Scientific, Technical and Social Science publications:
Taylor & Francis and the Institute for Outdoor Learning makes every effort to ensure the accuracy of all the information (the “Content”) contained in its publications. However, Taylor & Francis and the Institute for Outdoor Learning and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis and the Institute for Outdoor Learning.