Impact

Targeted Outcomes 

Project Adventure programs have an impact on participants in three main categories: 

Social and Emotional Skills: PA programs help to build skills such as communication, collaboration, empathy, patience, problem-solving, and persistence. 

Group Development: Groups who participate in PA programs build a common identity, strong interpersonal bonds, and greater capacity to collaborate and meet their goals.  

Wellness: Participants in adventure programs use their bodies, minds, and hearts to achieve things they may have never believed they could! PA programs are good for both physical and mental health, and is often used in physical education programs.  

Each outcome area supports the other. When groups are functioning well together, social-emotional learning is happening. When social-emotional learning is happening, mental health is supported. And when learning is experiential and adventurous, we are supporting physical, personal, and interpersonal wellness! 

Evaluation

We evaluate our programs through a mix of formal and informal methods. Examples of our findings include:

  • High school students in a semester of Therapeutic Support Groups reported improvement in mood (69.6%) and overall mental health (73.8%) because of their time with PA.

  • Students in our Student Support Groups reported increases in their ability to self-regulate (47.8%) and connections with their peers (47.8%).

  • Participants in our afterschool programs demonstrated growth in their social-emotional skills, most notably in listening to peers, curiosity, and demonstrating open-mindedness (2021).

  • 85.6% of adult learners in PA’s workshops would like to return to learn from PA again (2016-2023).

Research Summaries & Links 

Gillis, H. L., Gass, M. A., & Russell, K. C. (2008). The effectiveness of project adventure's behavior management programs for male offenders in residential treatment. Residential Treatment for Children & Youth, 25(3), 227–247. https://doi.org/10.1080/08865710802429689 

This study demonstrates the statistically significant effectiveness of PA’s adventure-based behavior management program (BMtA) in reducing juvenile re-arrest rates when compared to outdoor therapeutic camping programs and standard Youth Development Center (YDC) programs in the State of Georgia. The article also offers clarity concerning the range and types of adventure therapy programs and treatment differences. 

Shirilla, P.; Gass, M. A.; & Anderson, S. (2009). The Project Adventure RESPECT Program: Implementing an experientially-based intervention as an agent for whole school social and academic change in the era of evidence-based practice. Education 3-13, 37 (1), 1-12.    https://www.researchgate.net/publication/233846521 

A study conducted by the University of New Hampshire of Project Adventure's multi-year approach to whole-school climate and culture, known as RESPECT, in partnership with four Boston Public Schools. UNH’s evaluators found that consistent implementation of RESPECT methods led to increased self-efficacy and pro-social skills among students and reduced disciplinary issues. Researchers also discuss the challenges to adventure program fidelity and make recommendations. 

For more research on adventure and experiential education, visit the Journal for Experiential Education: https://journals.sagepub.com/home/jee.