Teachers identified four main barriers to outdoor learning: lack of formal status in curriculum, low confidence in outdoor teaching skills, difficulty getting started, and physical constraints (maintenance and weather). Solutions included inspiration moments, hands-on experience, and creating a supportive communal structure.

The study received funding from SIA, part of the Netherlands Organisation for Scientific Research (NWO), and also acknowledges support from Fonds1818, IVN, and Sophia Stichting. While the nature of these organizations suggests a potential interest in promoting outdoor learning and environmental education, there is no explicit indication of bias in the study's design or interpretation of results.

This study provides valuable insights into the barriers and solutions experienced by teachers implementing outdoor learning. The collaborative action research design, involving teachers, professionals, and researchers, strengthens the practical relevance of the findings. While limitations such as self-selection bias and variability across schools exist, the study's strengths in methodology and rich qualitative data contribute to a strong overall rating.