The purpose of this study is to review the trends of outdoor activities in school education and to provide the basic perspectives on the future direction of experiential activities in nature.

Research sources are articles and reports related to outdoor activities, experiential activities in nature and outdoor education from 1950 to 2008.

In summary, it was found that:

1. nowadays, outdoor activities in school education are expected as experiential activities in nature that bring opportunities for children's life experiences and nature-based experiences;

2. to implement effective and safe experiential activities in nature, schools should build a system for making effective use of the external staff who are able to sufficiently understand experiential activities in school education and the relationship with school curriculum;

3. during overnight group activities in school education, by engaging in experiential activities that might involve the learning contents of each subject, school will be able to ensure the number of classes, which leads to another important idea to develop the experiential activity program as each coursework associated closely to before-and-after learning at school;

4. in organizing experiential activities in nature, it is necessary to take the idea of utilizing immediate natural environment around children, and also improving the opportunities for experiential activities in nature means maintaining and developing the local area that could provide opportunities for the nature-based activities; and

5. based on the significance of creating the occasions for experiential activities in the immediate natural environment, the collaboration among school. home and local community seems to contribute to restoring the influence of home life and local community in the educational process.

The purpose of this study was to examine school non-attendant children's adaptation process to society after Long-Term Adventure Camp and the effect of the camp. Semi-constructed interview was conducted for 18 school non-attendant children who have participated in the long-term adventure camp. Modified Grounded Theory was applied to analyze it, and the following conclusions were obtained 1) School non-attendant children acquired “Confidence in oneself and to others” including “Confidence in friendship” and “Positive change of self-recognition” through “Experience of friendly relationship” and “Experience of approaching their own limitation” in the camp. 2) “Self-confidence” acquired from the Camp revived “Inner resources” and “Relationship with others and society” on the basis of friendly relationship, they were “Adaptation support resources” of school nonattendant children for participating to community. 3) There were clear evidence “Movement for going to school immediately after camp” and “Continue movement of struggling for adaptation for several years after the camp” as adaptation process.