“Will camp actually help my child feel better… or is it just a week of keeping them busy?”
Short answer: the right kind of camp can act like a reset button for kids’ mood, confidence, and sense of connection—not just “something to do.” And the kind of camps Oak runs (small groups, nature, arts, movement, cozy community vibes) line up surprisingly well with what recent research says children need to feel well.
1. Why summer can be emotionally messy for kids
During the school year, kids have a built-in structure: predictable routines, classmates, teachers, and a rhythm to the day. Summer breaks that pattern. For some children, that feels like freedom; for others, it feels like drifting.
Recent research looking at summer holiday programs found that structured, child-centred programs—with caring adults and a mix of fun, physical activity, and social time—tend to support better mental health, self-esteem, and social skills, especially for kids who might otherwise feel isolated or inactive over the break.[1]
At the same time, Canadian data show that many young people are struggling with their mental health, with higher rates of low mood and worry, particularly among girls and gender-diverse youth.[7] That means spaces that feel safe, kind, and genuinely fun are not a luxury—they’re part of how we protect children’s wellbeing.
2. Why camp is a mood booster (not just a time-filler)
Think of a good summer camp as a quiet mental health recipe:
- Nature + movement
- Friendships + belonging
- Challenge + support
Research over the last few years suggests that this mix can have small but meaningful effects on children’s mood, resilience, and sense of self.
a) Nature + movement: a calmer, more flexible nervous system
When kids spend time outdoors—running, climbing, exploring, or simply hanging out under trees—there’s more happening than tired legs and dirty socks.
A large meta-analysis of outdoor recreation programs for youth (ages 6–18) found that being active in nature is linked with better psychological wellbeing and social connection, and even more awareness and care for the environment.[3] Another recent review focusing on children and teens suggests that nature exposure can influence parts of the nervous system that regulate stress, attention, and emotional balance.[4]
In plain language:
- Being active outside, not just indoors, seems to help kids feel more settled and less stressed.
- Green spaces give their brains a break from screens, noise, and constant stimulation.
At Oak, summer camps weave in outdoor play, neighbourhood and riverside explorations, and “forest-school-style” time whenever possible. That isn’t just for fun—it matches what we know about nature as a gentle support for children’s mental health.[3][4]
b) Friends, belonging, and “camp magic”
Mood doesn’t just live inside a child’s brain; it lives in their relationships.
A 2024 study of a large youth camp found that, in less than two weeks, campers showed increases in empathy, emotional self-control, optimism, and self-esteem—as well as feeling more ready to contribute to their community.[2] Caring support from group leaders was a big part of that change.
Canadian national data also highlight how crucial supportive relationships are: young people who feel they belong at school and have positive connections report better mental health, even when life around them is stressful.[7]
When a camp is intentionally small and relational—like Oak’s 6:1 environments—it becomes easier for kids to:
- Be known by name, personality, and quirks
- Find “their people” in a small group rather than a huge crowd
- Try out new versions of themselves (the brave one, the leader, the helper) in a safe space
That sense of “these are my people” is deeply protective for mood and resilience.[2][7]
c) Little risks, big confidence
Trying the low ropes, leading a game, sharing an art project, or standing up for a friend—these are all tiny “adventures,” especially for children who are shy, anxious, or used to hanging back.
A meta-analysis of outdoor education programs found that they tend to boost adolescents’ self-efficacy—that inner belief of “I can handle this.”[5] A more recent systematic review of adventure-style programs reported benefits like better leadership, peer relationships, resilience, and life satisfaction, with reductions in mental health difficulties and stress.[6]
In other words, when children get the chance to:
- Problem-solve in real situations,
- Take safe, supported risks, and
- Discover that they can climb the rock, paddle the boat, or speak up in a group,
Their brains are collecting evidence that they’re capable. That’s a powerful buffer against low mood and anxiety.[5][6]
Oak’s approach—small groups, consistent leaders, and a “you can try, and we’ll be right here” attitude—creates room for exactly those small, meaningful risks.
References
- Eglītis, H., Cente, N., Wolke, D., & Mooney, A. (2024). Effect of summer holiday programs on children’s mental health and well-being: A systematic review. Children, 11(8), 887. https://doi.org/10.3390/children11080887
- Kirchhoff, E., Keller, R., & Blanc, B. (2024). Empowering young people—The impact of camp experiences on personal resources, well-being, and community building. Frontiers in Psychology, 15, 1348050. https://doi.org/10.3389/fpsyg.2024.1348050
- Vasilaki, M.-M., Zafeiroudi, A., Tsartsapakis, I., Grivas, G. V., Chatzipanteli, A., Aphamis, G., Giannaki, C., & Kouthouris, C. (2025). Learning in nature: A systematic review and meta-analysis of outdoor recreation’s role in youth development. Education Sciences, 15(3), 332. https://doi.org/10.3390/educsci15030332
- do Carmo, G. Q., Ayotte-Beaudet, J.-P., & Jordan, C. (2025). A systematic review of the impacts of nature exposure on the nervous system in children and youth: Implications for nature-based learning. Journal of Environmental Psychology, 102788. https://doi.org/10.1016/j.jenvp.2025.102788
- Fang, B.-B., Lu, F. J. H., Gill, D. L., Liu, S. H., Chyi, T., & Chen, B. (2021). A systematic review and meta-analysis of the effects of outdoor education programs on adolescents’ self-efficacy. Perceptual and Motor Skills, 128(5), 1932–1958. https://doi.org/10.1177/00315125211022709
- A. Ghani, R. B., Lau, P. W. C., Lu, N., Zhou, P., & Wang, J. J. (2025). Investigating the impact of adventure education on children’s physical, cognitive and socio-emotional development: A mixed method systematic review. PLOS ONE, 20(6), e0327181. https://doi.org/10.1371/journal.pone.0327181
- Craig, W., Pagnotta, V. F., Wadge, S., King, M., & Pickett, W. (2025). The health of young people in Canada: Focus on mental health. Health Promotion and Chronic Disease Prevention in Canada, 45(9), 391. https://doi.org/10.24095/hpcdp.45.9.05
