Nature Based Well Being Program for Students in Pakistani Schools : A pilot using finnish outdoor education practices

Abstract

This study designs and evaluates a culturally adapted, nature-based well-being programme for Pakistani middle school students, drawing on Finnish outdoor education practices. It uses a desk-based qualitative synthesis of public programme documents and case materials from Pakistan, with systematic screening, structured data extraction, open and axial coding, and thematic synthesis. Three strands anchor the analysis: conservation-led outdoor learning, school-led nature activities, and early-years nutrition initiatives. Cross-case themes indicate gains in calm attention, teamwork, stewardship mindsets, and caregiver engagement, alongside practical enablers such as short, regular sessions in nearby spaces, light materials, and clear adult roles. A feasibility lens maps time, space, roles, and cost to typical school constraints, while trustworthiness is supported through triangulation, thick description, audit trails, and reflexive memoing. The study proposes an implementation pathway, light monitoring tools, and guidance for equity, safeguarding, and teacher learning. Findings position nature-based practice as a viable route to strengthen student well-being and classroom readiness in Pakistan.