This session describes the results of multiple experimental studies, conducted at the University of Arkansas’ National Endowment for the Arts Research Lab, on the effects of arts-related field trips. In recent decades, institutions, teachers, and students report a decline in field trip attendance. The impact of this decline on educational and societal outcomes such as test scores and socioemotional skill acquisition is unknown. A ‘thinned” curriculum could have detrimental impacts on student engagement and performance. Socioemotional learning (SEL) teaches skills thought to be important to life and relationship success and are associated with better long-term student outcomes. Findings to be discussed include significant educational benefits on social-emotional outcomes, increased student level of engagement in school including reduced disciplinary infractions, and increased standardized test scores. These findings suggest that arts-related field trips elicit meaningful changes in students’ attitudes and actions and that a decline in field trip attendance may be detrimental.
