Character Education In Swiss Camp Programs

Swiss camps and character education

Swiss camps—municipal, cantonal and NGO-run, including Jugend+Sport—deliver concentrated, immersive settings. Long days, shared housing and diverse peers create many chances to practice social skills. They don’t just fill time; routines form repeated practice loops that speed social learning and habit formation. Programs that set clear character goals and train leaders in behaviour-focused feedback and debriefs produce measurable gains in empathy, responsibility, resilience and leadership. Adding mixed-age mentoring and simple SEL tracking amplifies those gains. Camps can also link to formal education pathways and equity initiatives.

Key takeaways

• Core mechanisms: Intensity, residential immersion, social diversity and adult role-modelling create high-impact settings for character education.
• Program design: Set explicit character goals. Train leaders in behaviour-focused feedback and conflict mediation. Rotate responsibilities and build deliberate mixed-age mentoring.
• Measurement: Use brief pre/post SEL surveys plus counselor and parent ratings. Report percent improved, means ± SD and effect sizes; aim for d ≈ 0.3–0.5 and plan about 64 participants per group for d = 0.5.
• Funding: Mix parent fees, cantonal and municipal subsidies, Jugend+Sport contributions and grants. Offer targeted scholarships and coordinate canton–federal funding to boost equity and access.
• Piloting and scaling: Pilot in two to three cantons with preregistered evaluation protocols. Include 3–12 month follow-ups and ROI sensitivity analyses before scaling.

Program design recommendations

1. Define explicit character goals: Select a small set of target competencies (e.g., empathy, responsibility, leadership) and communicate them to staff, participants and parents.
2. Train leaders: Teach behaviour-focused feedback, simple debrief structures and basic conflict mediation techniques.
3. Structure routines: Build repeated practice loops through consistent daily rituals, assigned responsibilities and rotating roles.
4. Use mixed-age mentoring: Pair older campers with younger peers for skill practice and supervision to enhance leadership and sustain norms.
5. Track SEL simply: Short pre/post surveys plus counselor and parent ratings are sufficient for most pilots; keep instruments brief to maximize response rates.

Measurement and evaluation

Design: Use brief validated SEL scales pre/post and include multi-informant ratings (counselor/parent). Preregister analysis plans for pilots.

Reporting: Report percent improved, means ± SD and standardized effect sizes. Target effects around d ≈ 0.3–0.5.

Power and sample size: For a target effect of d = 0.5, plan approximately 64 participants per group. Adjust sample sizes for clustering if randomizing at the camp level.

Follow-up: Include 3–12 month follow-ups and cost-effectiveness (ROI) and sensitivity analyses before committing to broad scaling.

Funding and equity

• Blended funding: Combine parent fees with cantonal and municipal subsidies, Jugend+Sport support and philanthropic grants to diversify revenue and lower barriers.
• Targeted scholarships: Reserve funds or sliding-fee schedules to ensure access for lower-income families and underrepresented groups.
• Coordination: Align canton and federal funding streams to reduce administrative friction and expand reach.

Pilot and scaling roadmap

1. Pilot: Run pilots in two to three cantons with preregistered protocols and built-in process evaluation.
2. Evaluate: Collect immediate pre/post data, counselor/parent ratings and 3–12 month follow-ups. Report effects with means, SDs and effect sizes.
3. Cost analysis: Perform ROI and sensitivity analyses to assess scalability and sustainability.
4. Scale: Use pilot evidence to refine training, funding mixes and equity-targeted supports before broader roll-out.

Key facts and why Swiss camps are a strategic setting for character education

Population snapshot and national reach

We, at the young explorers club, track the broad context that makes camps high-impact settings. Switzerland total population = [FSO_TOTAL_POPULATION] (year: [FSO_YEAR]); share aged 0–19 = [FSO_YOUTH_PERCENT]% → approx [FSO_YOUTH_NUMBER] children/youth (Source: Swiss Federal Statistical Office). That youth population shapes demand for youth camps Switzerland and after-school provision.

Municipal, cantonal and NGO-run camps — including Jugend+Sport programmes — reach a meaningful share of children and complement formal schooling and extracurricular sport and youth programmes. Camps extend learning time and provide informal learning moments outside school hours. They also often reach children who are underserved by formal provision. Jugend+Sport annual participant count (most recent Jahresbericht) = [JUS_PARTICIPANTS] (year [JUS_YEAR]) (Source: Jugend+Sport Jahresbericht).

Regional comparisons show similar youth shares in neighbouring countries: Germany 0–19 share = [DE_YOUTH_PERCENT]% (year [DE_YEAR]); France 0–19 share = [FR_YOUTH_PERCENT]% (year [FR_YEAR]) (Source: Swiss Federal Statistical Office). These parallels help explain cross-border interest in camp models and in character education Switzerland.

I use a brief reference that illustrates outcomes from camp settings; read more about how camps support growth at youth camps Switzerland.

Why camps are strategic settings for character education

The argument is simple: camps create conditions that schooling rarely can. Below I list the core mechanisms and what we recommend for program design.

• Intensity: multiple hours per day over consecutive days or weeks give concentrated practice in social skills. Repetition accelerates habit formation. I recommend session plans that build toward measurable social goals each day.
• Residential immersion: living together forces daily negotiation of chores, schedules and boundaries. Shared routines speed up reflection, interdependence and responsibility. Use rotating household roles to teach accountability.
• Social diversity: mixed-age groups and cross-cultural peer interactions expose children to different perspectives. That diversity increases empathy and reduces social siloing. I advise deliberate mixing of ages and backgrounds rather than passive grouping.
• Adult role models: trained leaders provide scaffolding, deliberate mentoring and calibrated risk-taking. Staff coaching matters more than activity choice. Invest in leader training focused on feedback, conflict mediation and values-based coaching.

Design implications I emphasize:

• Set explicit character goals each session and map activities to those goals.
• Train leaders in short, actionable feedback techniques and in creating safe risks.
• Use mixed-age mentoring structures so older campers practice leadership and younger campers gain confidence.
• Track simple indicators (peer ratings, task completion, reflective journals) to measure progress across a camp cycle.

Camps are compact ecosystems. They combine extended time, shared living, peer diversity and guided adults. That mix makes camps a strategic lever for character education Switzerland, especially when programs link to formal education pathways and local youth services.

The Swiss camp landscape: types, scale, providers, costs and accessibility

Overview

Wir im Young Explorers Club skizzieren das Schweizer Campangebot klar nach Typ, Anbieter, Umfang, Preisen und Zugang. The spectrum is broad and well‑served by public, non‑profit and commercial actors.

Camp types and focus

Camp types include several common formats tailored to different ages and goals:

• Day camps — run for single days up to full weeks and suit younger children and working families.
• Multi‑day residential camps — typically last from short breaks to two weeks and provide immersive experiences.
• Sports camps — include the federal Jugend+Sport (J+S) framework and focus on skill development and safety.
• Outdoor/adventure and expedition camps — emphasise navigation, survival skills and team tasks.
• Arts & culture camps — offer music, theater and creative workshops.
• Scouting (Pfadi/Pfadfinder) — runs year‑round programs with camps as highlights.
• NGO-targeted camps — e.g., Pro Juventute organise camps for vulnerable groups.
• Private operators — fill niche themes and premium offers.

Major providers and governance

Key actors include Jugend+Sport (J+S) (federal programme), Pfadi Schweiz, Pro Juventute, Swiss Red Cross (safety/support), cantonal and municipal youth offices, YMCA/YWCA Switzerland and a range of private operators. J+S sets national standards for coach education and subsidised offers.

Scale indicators and data needs

Headline indicators and placeholders to be filled from official reports:

• J+S annual participants = [JUS_PARTICIPANTS] (year [JUS_YEAR])
• Number of J+S courses = [JUS_COURSES] (year [JUS_YEAR]) — source: J+S Jahresbericht.
• Estimated camps per year = [EST_CAMPS_PER_YEAR] (method: sum canton reports / extrapolate).
• Canton breakdown available as: [CANTON_BREAKDOWN_PLACEHOLDER].

Typical programme length and fee guidance

I present typical durations and fee ranges while flagging placeholders for medians:

• Day camps: usually 1–5 days per week; fees commonly CHF 50–300/week (typical median: CHF [DAY_MEDIAN]).
• Residential camps: typically 4–14 days (median ~7 days); fees commonly CHF 400–1,200/week (typical median: CHF [RES_MEDIAN]).

Quick comparative snapshot

• Day camps — avg length: 1–5 days; avg cost/week: CHF 50–300; target ages: 6–12.
• Residential camps — avg length: 4–14 days; avg cost/week: CHF 400–1,200; target ages: 8–16.

Funding, equity and accessibility

Revenue streams mix parental fees, municipal and cantonal subsidies, Jugend+Sport federal support, NGO grants and corporate sponsorship. Scholarship schemes and low‑income subsidies exist but vary by canton and operator. Integration and language support are uneven across providers.

Equity indicators still need numeric inputs: % of campers receiving financial aid = [PCT_SCHOLARSHIPS]% (source: [SOURCE_FOR_SCHOLARSHIPS]). I track how camps also build key social skills and recommend linking program goals to measured access — see our note on social skills.

Open items and recommended next steps

• Obtain the latest J+S Jahresbericht for year [JUS_YEAR] to fill [JUS_PARTICIPANTS] and [JUS_COURSES].
• Collect 3–5 representative camp operator brochures to compute medians and scholarship rates (to confirm [DAY_MEDIAN], [RES_MEDIAN], [PCT_SCHOLARSHIPS]).
• Request canton‑level camp counts or confirm [CANTON_BREAKDOWN_PLACEHOLDER] to validate the [EST_CAMPS_PER_YEAR] extrapolation.

https://youtu.be/Hg6e28rzzfA

How and why camps build character: mechanisms, evidence and international comparisons

We frame character development as a programmatic outcome, not a byproduct. We design activities so that social, emotional and civic skills emerge through practice, feedback and responsibility.

Key mechanisms that produce character

The main processes I use in programming and evaluation are:

• Prolonged social immersion — extended time together creates repeated interactions and norm internalisation. Campers learn rules through practice, not lectures; that accelerates social learning.
• Peer-to-peer learning and mentoring — older campers model behaviour and coach younger peers. I set role rotations so mentorship is authentic and observable.
• Scaffolded risk-taking — graded outdoor challenges raise competence and reduce avoidance. Tasks are paired with clear safety scaffolds and guided reflection to boost resilience and self-efficacy.
• Responsibility and role assignments — chores, team roles and leadership rotations embed accountability. Duties are rotated so every camper practices both following and leading.
• Service learning and community projects — action linked to purpose cultivates civic-mindedness. Local projects are integrated with reflection to connect effort to impact.
• Adult role-modelling and debriefing — counsellor feedback and structured reflection consolidate learning. Staff are trained to give specific, behaviour-focused praise and to run short debriefs after activities.

Targeted outcomes

I track explicit outcomes so programming and training align with goals. Key targeted outcomes include:

• Empathy
• Teamwork
• Responsibility
• Resilience
• Leadership
• Self-regulation
• Civic engagement

I recommend making those outcomes explicit in staff training and daily schedules so they guide decisions on activities and roles.

Evidence and international comparators

International research supports these mechanisms. The American Camp Association‘s Value of Camp reports document large proportions of campers reporting gains in confidence, teamwork and leadership; cite as non‑Swiss comparators. Academic reviews such as Berkowitz & Bier on character education also report consistent links between experiential programs and prosocial outcomes. Exact ACA figures are placeholders here ([%_ACA_CONFIDENCE]%, [%_ACA_TEAMWORK]%, year [ACA_YEAR]) and should be retrieved and confirmed for Swiss benchmarking.

Recommended measurement approach for Swiss camps

I suggest a mixed design: pre/post self-report SEL surveys plus a 3–12 month follow-up, with counsellor ratings and parent reports for triangulation. Use short validated scales and brief items to minimise burden.

• Measures: pre/post self-report SEL surveys, 3–12 month follow-up, counsellor ratings, parent reports.
• Validated scales: use short instruments (for example, Brief Resilience Scale for resilience), prosocial behaviour subscales, and single‑item leadership/confidence questions.
• Sample items (1–5 Likert):
  • “I can work well in a team”
  • “I am comfortable taking on a leadership role”
  • “I can stay calm when things go wrong”
  • “I help others without being asked.”
• Analysis: report mean pre/post scores, percent improved, and effect sizes (Cohen’s d). Aim to detect a medium effect (d=0.5); per-group N ≈ 64 gives ~80% power at alpha 0.05.

Swiss case example and next steps

Include at least one Swiss camp embedding character education (e.g., [CAMP_NAME]) and capture short qualitative quotes from director/counsellors like “[DIRECTOR_QUOTE_1]” and “[COUNSELOR_QUOTE_1]“. For program design examples and leadership curricula, see our piece on leadership in teens.

Action required

Please supply or permit retrieval of the following so I can finalise benchmarks and the Swiss case note:

1. Exact ACA figures to replace the placeholders ([%_ACA_CONFIDENCE]%, [%_ACA_TEAMWORK]%, [ACA_YEAR]).
2. Any Swiss evaluation studies you have or can authorise me to retrieve.
3. At least one camp contact for a qualitative quote (director or counsellor) and permission to publish a short quote.

Once you provide these items I will update the benchmarks, insert verified ACA statistics, and draft the Swiss case note with quoted material and brief qualitative analysis.

Core competencies and curriculum design with practical implementation tips for camp directors and parents

We, at the Young Explorers Club, identify eight core competencies to prioritize: empathy, respect, responsibility, perseverance/resilience, teamwork, leadership, honesty/integrity, and civic engagement. We teach these through a mix of explicit lessons, implicit learning by staff role-modeling and routines, hands-on experiential projects like service-learning and expedition challenges, and targeted social-problem-solving activities. We design lessons so character learning becomes visible, measurable and repeatable across cabins, activity blocks and meal times.

We recommend a residential 7-day camp run with roughly 8–10 hours of active programming per day and a minimum of 2–4 hours/week of explicit social-emotional learning (SEL) contact time. That recommended explicit time typically represents about 4–8% of an 8-hour×7-day week; adjust the percentage if your daily hours differ. We map activity goals to national competency frameworks (EDK/CDIP) so directors can show curriculum alignment to cantonal authorities. We align leadership modules with our youth leadership pathway to create clear progression for older campers.

Practical implementation checklist and sample elements

Use the following checklist and sample elements to build a week that balances explicit instruction, practice and reflection:

Sample weekly schedule highlights (pick times to suit meals and rest):

• Day 1: community agreements + icebreakers (30–60 min) to set norms and expectations.
• Days 2–6: daily reflection circles (15–20 min) every evening to surface learning.
• Responsibility rotations (kitchen, equipment, task rosters): 30–60 min every other day.
• Leadership project planning: two sessions of 45–60 min for planning and delegation.
• Final presentation & group reflection: 60 min on Day 7.

Sample curriculum elements you can slot into activity blocks:

• Daily reflection circle with prompts (Who helped someone today? What did we learn?).
• Responsibility rotations tied to visible rewards and debriefs.
• Peer mentoring pairing older and younger campers (30–60 min/week of structured interaction).
• Small-group leadership project: plan, execute and present a service or camp-improvement task.

Practical tips for directors (operational and pedagogical):

• Embed 2–4 hours/week of explicit SEL sessions and record contact hours each day.
• Train staff in facilitation and debriefing and use the simple reflection framework: What? So what? Now what?
• Adopt a short pre/post 10-item SEL survey for each camper to track growth over the week.
• Maintain recommended safety and staffing ratios (see staffing section) and log first-aid certifications.
• Build community partnerships for service projects to strengthen civic engagement components.
• Track attendance, SEL contact hours and project outcomes for program evaluation and funder reports.

Practical tips for parents (quick checklist to request from camps):

• Ask for evidence of structured character activities and a sample daily schedule with reflection times.
• Confirm staff qualifications, safeguarding policies and training in child protection.
• Verify staff-to-child ratios and first aid coverage.
• Request information on scholarship and financial-aid availability.
• Review a sample daily menu and activity list so you can reinforce habits at home.

Sample pre/post survey items (ready to copy into an appendix):

• “I can work well in a team.” (1 = strongly disagree to 5 = strongly agree)
• “I can stay calm and solve problems under pressure.“
• “I take responsibility for shared tasks.“
• “I help others when they need support.“
• Instructions: compute the percent showing positive change and calculate Cohen’s d to estimate effect size for the cohort.

We recommend keeping records short and regular so data drive iterative improvements rather than overwhelm staff. We review survey results with staff after each session and adjust facilitation approaches, not just schedules. We train counselors to surface teachable moments during routine tasks, and we log those moments as informal assessment points.

Staffing, training, safety standards, and measuring outcomes: KPIs and data collection plan

Staffing, certification and on-site safety

We set staff-to-child ratios as a program baseline: ages 6–8 at 1:6; ages 9–12 at 1:8; ages 13+ at 1:10–1:12, while noting canton rules take legal precedence. We require Jugend+Sport leader training for core activity leaders and cite Jugend+Sport for course alignment; the exact count of certified leaders remains to be confirmed ([JUS_LEADERS_COUNT]).

We also require Swiss Red Cross First Aid (Erste Hilfe SRK) or equivalent child first-aid, child protection/safeguarding training, background criminal-record checks, and pedagogical or psychological qualifications for senior staff.

We schedule annual CPD of 16–40 hours per staff member, focused on mental-health awareness, conflict mediation, and inclusion and diversity. We document staff qualifications, shift rosters, and daily staff-to-child ratios in our personnel file for each session.

We carry out pre-camp safety audits, maintain emergency-action plans, and have clear incident-report protocols; incident rates feed directly into our KPIs for continuous improvement.

KPIs, data collection and analysis

We track a mix of quantitative and qualitative indicators to measure character education impact. The primary metrics we collect are:

• Quantitative KPIs we monitor regularly:
  • % of participants improving on SEL scales (pre/post)
  • Retention / repeat-camper rate at 12 months
  • Incident or behavior reports per 100 camper-days
  • Parent satisfaction %
  • Camper-reported leadership gains %
  • Number of service-hours completed

We complement numbers with qualitative methods: focus groups, counselor observation notes, narrative case studies, and alumni interviews.

Suggested targets:

• 60–80% of campers showing measurable improvement in at least one SEL domain at program end
• Repeat-camp rate >25% after 12 months
• Parent satisfaction >85%

Our minimum dataset includes:

• Participant demographics (age/sex/canton/migrant background)
• Attendance days
• Staff-to-child ratio
• Explicit SEL hours delivered
• Pre/post SEL scores
• Incidents
• Parental satisfaction
• Repeat attendance

We run an immediate post-camp survey within two weeks and a follow-up at 3–6 months, aiming for a >60% response rate for reliability.

We use validated instruments where licensing allows, such as the Brief Resilience Scale (BRS) and prosocial behaviour subscales. Reporting includes sample size, means ± SD, % change, and effect size (Cohen’s d).

For planning, a medium effect (d=0.5) with alpha = .05 and power = .80 needs roughly 64 participants per group; we factor that into cohort and multi-year aggregation plans.

We follow ethics and legal requirements: obtain parental consent, anonymise or pseudonymise personal data, and store records securely in compliance with Swiss data protection rules.

Practical next steps include confirming the exact number of J+S-certified leaders ([JUS_LEADERS_COUNT]) and verifying any canton-specific staffing ratios that differ from our recommendations. We monitor program-level outcomes like self-esteem gains via targeted modules and link findings to operational changes and staff training cycles. For more on self-esteem outcomes, see self-esteem gains.

Policy recommendations and scaling: pilot evaluations, funding and return-on-investment estimates

We recommend three clear policy asks to create scalable, evaluation-driven social-emotional learning (SEL) through camps. These asks are designed to enable rigorous evidence generation, recognition by education authorities, and increased equity of access.

• Increase evaluation funding: Fund rigorous evaluations of camp-based SEL programmes so results meet education-sector standards.
• Strengthen canton–federal coordination: Enable canton authorities to recognise camps’ SEL outcomes as complementary to formal education records.
• Provide subsidised places: Target subsidies to low-income families and under-served groups to improve equity and reach.

Funding model proposal: I propose a blended funding model to sustain pilots and scale-up. This mixes parental fees, municipal/cantonal subsidies, targeted federal support via Jugend+Sport, NGO grants, and corporate sponsorships. I recommend earmarking federal Jugend+Sport funds for rigorous evaluation components and using corporate and NGO grants to cover evaluation overheads.

Pilot design and timeline (recommended)

• Year 1: design the pilot, set outcomes and evaluation protocols, conduct baseline measurement, and run stakeholder engagement with schools, cantons and families. Use validated SEL measures to allow cross-site comparison.
• Year 2: deliver pilots across 2–3 cantons with subsidised places and run immediate post-camp evaluation.
• Year 3: complete 3–12 month follow-up, conduct cost-effectiveness and sensitivity analyses, and present policy decision options to cantonal and federal partners.

ROI and cost-effectiveness — method and example

Recommendation: Estimate return-on-investment (ROI) with a transparent, reproducible method and explicitly mark all assumptions.

1. Baseline cost: Use the median per-camper cost (residential/week) from Section 2 as the baseline: CHF [RES_MEDIAN].
2. Planned subsidy: Specify the proposed subsidy per place: CHF [SUBSIDY_PER_PLACE].
3. Pilot size: Set pilot size: N subsidised places = [PILOT_PLACES] across 2–3 cantons.
4. Effect sizes: Use evaluation-derived effect sizes for SEL change; for planning, indicate assumed effect: % showing SEL improvement = [ASSUMED_EFFECT_PCT].
5. Convert to social returns: Convert short-term SEL gains into medium/long-term social returns using conservative assumptions. For example, assume improvements reduce school behavioural incidents by X% and increase school engagement, producing long-term savings of CHF [ANNUAL_SAVINGS_PER_CHILD] per child per year. Mark every assumption clearly.
6. Sensitivity analysis: Run a sensitivity analysis across low/medium/high scenarios for effect size and downstream savings to produce a range of ROI estimates. This reveals break-even points and investment risks.

Key decision metrics for scaling

Use the following thresholds and metrics to guide scale-up decisions:

• Effect sizes on core SEL domains: target d ≥ 0.3–0.5.
• Repeat participation rate: higher repeat rates signal sustained value.
• Equity reach: share of low-income and migrant-background children served.
• Cost per unit improvement: CHF per 0.1 SD improvement in SEL.

Scale up if pilots meet effect-size targets, show acceptable cost per unit improvement, and demonstrate equitable reach.

Transparency, governance and reporting

Public reporting is required on pilot outcomes, equity indicators and cost-effectiveness. Governance should include canton and federal representatives, independent evaluators, and civil-society observers. Make interim (post-camp) reports and 6–12 month follow-ups publicly available. Attach evaluation protocols to funding agreements and require preregistration of analysis plans.

Implementation roadmap and sample targets

Pilot targets, reporting and sample calculations

Practical targets and reporting expectations to ensure statistical power and policy relevance:

• Per canton sample target: N = [N_PER_CANTON] subsidised places (ensure power to detect d = 0.3).
• Pilot total subsidised places: [PILOT_PLACES] across 2–3 cantons.
• Reporting schedule: baseline, immediate post-camp, 3-month, and 6–12 month follow-up. Interim reports after Year 2 delivery and a full cost-effectiveness report after Year 3.
• Data items required: demographic indicators, SEL scales, school attendance and behavioural incidents, repeat participation, and unit cost per camper.
• Sensitivity scenarios: run ROI under conservative, central, and optimistic assumptions for [ASSUMED_EFFECT_PCT] and [ANNUAL_SAVINGS_PER_CHILD].

Notes and action items (placeholders to complete)

• Insert median cost estimates from Section 2: [RES_MEDIAN] and [DAY_MEDIAN].
• Specify proposed subsidy per place: [SUBSIDY_PER_PLACE] and confirm pilot place counts: [PILOT_PLACES]. Then run sensitivity ROI scenarios.
• Mark all assumptions clearly and attach evaluation protocols and preregistered analysis plans to funding agreements.
• Use evidence from programme areas where campers learn responsibility and build self-esteem to communicate impact to funders; see materials on learn responsibility and builds self-esteem. I also recommend linking pilot outcomes to research on how outdoor sports teach perseverance (teach perseverance) and how outdoor challenges help kids overcome fear (overcome fear) to strengthen policy arguments.
• Craft communications to cantons using findings on healthy social skills, 10 life skills, and why essential for growth. Consider alignment with leadership pathways such as encourage leadership and the youth leadership model.
• Include multicultural outcomes in reporting using resources on multicultural camps.

Sources

Swiss Federal Statistical Office (FSO) – Population size and population composition

Bundesamt für Sport (BASPO) – Jugend+Sport

Pfadi Schweiz – Pfadibewegung der Schweiz

Pro Juventute – Für Kinder und Jugendliche

Schweizerisches Rotes Kreuz (SRK) – Erste Hilfe / Sicherheit

Lehrplan 21 – Lehrplan der deutschschweizerischen Volksschule

American Camp Association (ACA) – The Value of Camp / Benefits of Camp

Character.org – What Works in Character Education? A Research-Driven Guide (Berkowitz & Bier)

OECD – PISA 2018 Results (Volume I)

CASEL (Collaborative for Academic, Social, and Emotional Learning) – What is SEL?