At various points during their education, pupils encounter experiences that cannot be fully replicated within the classroom. A steep hillside climbed alongside friends, a tent pitched in fading light, or a meal prepared independently after a long day outdoors may seem like small moments in isolation. Yet it is often through these experiences that young people begin to develop some of the qualities that matter most: resilience, confidence, leadership, and the ability to work meaningfully with others.
This is one of the enduring strengths of outdoor learning.
At Rugby School Japan, programmes such as the Duke of Edinburgh’s Award form an important part of our commitment to whole person education. While academic achievement remains central to school life, we also believe that education should challenge pupils to grow beyond academic success alone. It should encourage independence, perseverance, compassion, and a willingness to step outside what is familiar or comfortable.
The Duke of Edinburgh’s Award offers pupils precisely this opportunity. Through physical challenge, teamwork, service, and expedition, pupils are encouraged to take increasing responsibility for themselves and for one another. Progress is not measured solely through outcomes, but through the habits and character developed along the way.
This year, many of our pupils have begun preparing for their DofE qualifying journeys through a series of practical outdoor experiences. As part of this preparation, pupils in Year 8 and Year 9 recently took part in an overnight camping practice, during which they learnt essential expedition skills including pitching tents, using gas burners safely, and cooking meals independently.
While staff remained on site to supervise and ensure pupils’ safety, an important part of the experience involved allowing pupils the space to problem-solve collaboratively and navigate challenges for themselves. Whether organising equipment, adapting to changing conditions, or supporting one another as a team, pupils were encouraged to develop confidence through experience rather than instruction alone.
What is often most striking during these activities is how quickly pupils begin to discover strengths that may not always emerge within a traditional classroom setting. Some demonstrate quiet leadership. Others show resilience and adaptability when plans do not go as expected. Many develop a stronger sense of responsibility, not only for themselves, but for the wider group.
These experiences are increasingly valuable at a time when opportunities for outdoor play and exploration have become less common for many young people. Research continues to highlight the importance of time spent outdoors, not only for physical wellbeing, but also for social development, concentration, and emotional resilience. In a world where much of modern life is spent indoors and on screens, outdoor learning provides something increasingly important: space for reflection, cooperation, and meaningful challenge.
At its best, outdoor education reminds pupils that growth rarely happens entirely within conditions of comfort. Learning to navigate unfamiliar situations, manage setbacks, and contribute positively to a team are experiences that help prepare young people for life far beyond school itself.
The spirit of the Duke of Edinburgh’s Award aligns closely with our philosophy of The Whole Person, The Whole Point. It reflects an understanding that education is not only about what pupils know, but also about who they are becoming. Programmes such as these help pupils develop the character, resilience, and sense of community that will continue to guide them long after their school years have ended.
And often, the lessons pupils remember most clearly are not always those learnt at a desk, but those discovered outdoors, alongside others, through shared challenge and shared experience.
By Tony Darby,
Founding Principle at Rugby School Japan
