“It has been an adventure and something I’ll remember forever”: insights from two Australian primary teachers participating in a 10-week Bush School program

Abstract

This study originated as an investigation into the impact of a 10-week nature play intervention on Year One students’ wellbeing, school engagement, sense of belonging, and academic performance. While positive student outcomes were anticipated, the findings also revealed unexpected effects on the two participating teachers. Using a qualitative case study approach, teachers’ lived experiences were explored through interviews, teacher journals, and researcher observations. Data were interpreted using reflexive thematic analysis to capture contextually grounded insights. Findings revealed strengthened teacher-student relationships, reduced behavioural management challenges, and a shift in teachers’ understanding of engagement. Teachers also reported emotional renewal and professional reflection; outcomes conceptually linked to teacher wellbeing, job satisfaction and retention. As a small case study at a single site, these findings provide preliminary insights into the professional experiences of teachers implementing nature play and suggest that such approaches may have important implications for teacher wellbeing, job satisfaction, and professional engagement.