This thesis explores the role that curriculum-based environmental education plays in influencing young people’s wellbeing. It adopts a social constructivist approach to understand how young people's wellbeing is understood, articulated, and experienced in residential learning environments. The thesis argues that positivistic and adult-centred accounts of wellbeing have restricted our appreciation of the diverse ways in which young people engage with and recognise their emotions in educational settings. In adopting an alternative framework, the thesis argues for experiential and subjective understandings of wellbeing to be developed through a range of methodological tools. The research sought to develop these ideas by focusing on the experiences of students visiting the Field Studies Centre at Slapton Ley (Devon, UK) and utilised focus groups and solicited participant diaries, providing a basis for phenomenological inquiry that enabled a direct engagement with young people participating in environmental education programmes.

The empirical research focused on the experiences of young people between the ages of 14 and 18 years on a residential, curriculum-based environmental education programme and examined the role and potential of environmental education for supporting the wellbeing of young people. From an initial thematic analysis of the data, five elements were identified as key to the participants’ wellbeing: wellbeing as multidimensional, social elements, psychological elements, physical health and environmental elements. These elements were then used to provide a framing for understanding young people’s experiences of wellbeing throughout the lived experience of curriculum-based environmental education and, as a result, the research yielded three themes that provide an understanding of the key experiences of environmental education and its connection to wellbeing: experiences of place, experiences of people, and the learning experience. Using these themes and the participants’ conceptualisations of wellbeing, the research then explored how strategies can be developed within environmental education to promote the wellbeing of young people and reveals the importance of fostering feelings of restoration, increasing social bonds and developing a sense of achievement and accomplishment. Consequently, this research contributes to the fields of environmental education and health and wellbeing research within a geographical context through demonstrating the importance of qualitative approaches in revealing the ways young people articulate their emotions in educational settings. Alongside this, it challenges assumptions about the way nature is utilised in wellbeing interventions, highlighting the role that social and cultural backgrounds can play in the way nature is experienced by different groups and how this can be addressed within environmental education. Therefore, a key contribution of this research is in providing an empirical analysis for the relationship between environmental education and wellbeing, and how to best design environmental education programmes that meet the needs of young people.