The article describes a project about ‘experiential education’ at a school in Germany. The main educational objective is to offer an alternative way of teaching pupils who show destructive and aggressive behaviour. After a critical analysis of the concept of experiential education with regard to its educational relevance, the conceptual design and implementation of the project is presented. The experiences gained through participant observation and interviews can be interpreted in such a way that pupils with behavioural problems can gain a new, different access to themselves through special movement- and social-related activities, an outcome which has positive effects on social behaviour in the class and school climate in general and working behaviour in subject lessons specifically.

The purpose of this action research project is to study the possibilities of the concept of experiential Education (in German: Erlebnispädagogik) for compensatory support in schoolwork. The article describes the experiences at a German secondary school. The main aim was to use the idea of experiential education to develop the social abilities of pupils who showed deviant behaviour at school and in relationships with others. First a short theoretical reflection about the concept of experiential education and its possible educational potential is given. This is followed by a description of the action research project and a discussion of the preliminary results. Schools have been struggling with a variety of problems in their teaching and educational mission. In the search for suitable concepts to counter the increasingly frequent learning and behavioural problems, experiential education has gained in importance. This concept places the experience at the centre of learning. The experience-action-oriented provision of learning situations is an interventive attempt at compensatory support for pupils with behavioural, social and/or communication problems. The initial findings from observations, interviews and action research related reflections on children’s behaviour show that children with behavioural problems which are, in many respects, learning disabilities, can gain a different approach to themselves, to others and to the demands made in the subject lessons through special movement and socially related activity offers. The teachers involved report clear changes in children’s behaviour and corresponding positive consequences for the regular lessons.