From the Deputy Principal – Should school camps be fun?

Of course camps should have an element of fun, but sometimes your child might need a little perspective to recognise the fun on their return.

With our Year 9 students out this week on their adventure program and other groups from Junior and Senior School about to head out, it is timely to share the purpose of our adventure programs at MLC School.

As we all continue to grapple with the challenges posed by the COVID-19 pandemic, it has become increasingly clear that our young people need more than ever to develop resilience in risk-managed settings. Resilience is the ability to adapt to adversity, bounce back from setbacks, and thrive in the face of challenges. It is a key ingredient for success in life, and one that can be cultivated through a range of experiences, including outdoor education.

First and foremost, our adventure programs offer our young people the opportunity to take risks and try new things. When young people are pushed out of their comfort zones, they learn how to handle uncertainty and take on challenges with confidence. This type of experience can help them build resilience and tenacity in the face of future difficulties. Our staged program is designed to teach important skills like problem-solving, critical thinking, and teamwork. These skills are essential for success in life, and they are best learned through hands-on experiences. When young people work together to solve problems or overcome obstacles in an outdoor setting, they develop a sense of camaraderie and shared purpose that can help them navigate challenges in other areas of their lives.

Perhaps most importantly, the adventure program offers our young people a chance to connect with the natural world. In our increasingly urbanised and technology-driven society, many young people are disconnected from the natural world. This can lead to a range of mental and physical health issues, including anxiety, depression, and obesity. When young people spend time outdoors, they develop a greater appreciation for the natural world and a deeper sense of connection to the environment. This can help them develop a sense of purpose and meaning that can contribute to their overall wellbeing and resilience.

But should these experiences always be fun? Well, that begs the question of how we define fun. There are long held beliefs in the outdoor education community that fun consists of multiple types.

Type 1 Fun: This is the most obvious and immediate type of fun. It is the kind of fun that we experience when we are doing something that is inherently enjoyable, like playing games or engaging in recreational activities. Type 1 fun is easy to recognise because it produces feelings of happiness and pleasure in the moment. You might hear “I had fun with my friends setting up my tent”, pretty straight-forward fun.

Type 2 Fun: This type of fun is a little more nuanced. Type 2 fun is often challenging or uncomfortable in the moment, but it produces a sense of accomplishment or satisfaction afterward. Examples of Type 2 fun might include hiking to the top of a mountain, completing a difficult ropes course, or overcoming a fear of heights. While the experience itself might not be enjoyable in the moment, the sense of accomplishment and growth that comes from facing a challenge can be deeply satisfying. You might hear “I was terrified to go on the giant swing, but it was ‘actually’ fun”. In my experience, the use of the word ‘actually’ generally describes a Type 2 fun experience!

Type 3 Fun: This type of fun is the most abstract and difficult to define. Type 3 fun is often associated with experiences that are challenging, uncomfortable, or have elements of risk, and that produce no immediate sense of enjoyment or accomplishment. However, Type 3 fun often yields the most valuable lessons, experiences, or personal growth that are only recognised in retrospect. For example, getting caught in a rainstorm on a camping trip might not be enjoyable in the moment, but it could teach valuable lessons about preparation, adaptation, and resilience. These situations can often provide stories that connect us to our fellow fun-goers for years to come… You might hear “remember that time we were on camp and we…” discussed on a trip in the future.

Type 4 Fun: really isn’t fun and may involve evacuations by helicopters. We never want to be reporting on that type of ‘fun’.

Overall, each type of fun, except for Type 4, has its place in our adventure programs. Type 1 fun provides immediate enjoyment and helps to build enthusiasm for the experience. Type 2 fun challenges them to push themselves and develop resilience, while Type 3 fun provides opportunities for reflection and personal growth. A well-designed outdoor education program should incorporate all three types of fun in a thoughtful and intentional way, to help young people develop a range of skills and attitudes that will serve them well in life.

All students respond differently about the idea of going on a school camp. Your daughter might want to avoid the discomfort of camp, she might beg and plead you not to send her, or she may charge out of the door without saying goodbye. We implore you to stay strong and encourage her to go, knowing how important it is for her development. And when your child returns from an adventure program and you ask them “did you have fun?”, be intentional and help them to understand the value in the three types and recognise their personal growth in the process. I can guarantee that every job interview they will have in their life will come with a question “tell us about a time you had to overcome a challenge”, we hope they have many rich stories to share.

– Melissa Boyd
Deputy Principal