Guest Article from Michael Hannaway, Outdoor Learning Lead, Crosby High School
Outdoor education (OE) is becoming integral in supporting SEN children and in autism practice, particularly within educational settings. As a Forest School leader with an NVQ Level 3 qualification and over seven years of experience, coupled with over a decade-long career as a Special Educational Needs (SEN) teacher in Merseyside, I have witnessed first-hand the profound impact OE can have on children with autism. My perspective has shown me how immersive, nature-based learning environments can address sensory regulation challenges, foster social skills, and support overall wellbeing. I refer to my resume as I will use personal viewpoints and examples that support the arguments. In the examples given, the names have been changed.
In 2016, a study was commissioned to see what the average time spent outdoors by the average child amounted to. In it, 12,000 parents across 10 countries were asked to calculate how long their children spent outside. The study found that one-third of children aged 5 to 12 spent less than 30 minutes outside daily (Newsweek, 2017). In USA maximum security prisons, all inmates are mandated to spend 2 hours outside every day (which, in my personal view, is too little). This raises the question of why we deem the freedoms of children so little when compared to maximum security prisoners. These results were shown to the prisoners, who expressed shock at this fact. The prisoners themselves talked about the importance of being outside for their mental health. For some autistic children, the time spent outside will be even less than the average child due to concerns over safety in the community. We have to ask the question; has this finding of less than half an hour have increased or decreased over the last seven years with the growth of social media, online gaming and increased use of mobile phones?
Over the last few years, I have seen firsthand how autistic children have reaped the benefits of outdoor education and how it has helped them to develop outside the classroom. OE offers a unique opportunity to meet the diverse needs of autistic learners by creating adaptable, sensory-rich spaces that encourage personal and academic growth.
In the context of autism education, a “driver” refers to any significant concept, policy, or practice that shapes and influences the lives of autistic individuals (The Autism Centre Team, 2023). A driver might include legislative changes, new research or resources. These drivers often guide the development of inclusive practices and inform strategies to promote well-being, independence, and meaningful engagement in various aspects of life.
This essay discusses OE as a potential pivotal driver in autism education. I will examine its capacity to create inclusive environments and deliver tailored learning experiences. It will also consider the challenges in implementing OE and propose strategies for improvement. For OE to become a pivotal educational driver, many improvements must be made. I will discuss these ‘Gold Standards’ and explain why each will increase the potential for OE to develop and support the autistic child.
Literature review and theoretical framework
The literature on OE is constantly increasing but still appears in its infancy. This section discusses the most relevant literature and examines current theoretical frameworks. It focuses on its ability to meet sensory needs, promote well-being, and enhance engagement.
Defining outdoor education and its benefits.
The term Outdoor Education (OE) refers to holistic learning outside. This can occur in Forest Schools, Beach Schools, farm yards, or school fields. According to Priest (1986), OE combines personal experiences in outdoor environments with reflection on emotional, cognitive, and physical growth. Outdoor education relies heavily on kinaesthetic learning and development and uses a holistic approach.
As I have already mentioned, OE provides an alternative to learning in the classroom. It allows children to become more engaged emotionally, socially and physically. For autistic children with sensory difficulties, learning outside, away from the noise, lights and smells of the school building, can be hugely beneficial. Louv (2008) notes, “Nature inspires creativity in a child by demanding visualisation and the full use of the senses.”
Hansen et al. (2017) refer to the effects of ‘Forest bathing’ (Shinrin-yoku), in which being outside in nature, such as in woodlands, allows a person to regulate their autonomic nervous system and reduces stress. This is hugely beneficial for autistic children who have sensory difficulties.
The Biophilia Hypothesis
Edward O. Wilson’s ‘Biophilia Hypothesis’ (1984) explains why OE is so effective. In his hypothesis, Wilson explains that all humans have an innate connection to nature, which is vital for our emotional well-being. Natural environments can provide autistic children with more predictable and less overwhelming environments than indoor settings, meaning that anxiety is reduced and cognitive development is supported. Biophilia concludes that the unstructured nature and unpredictability of the outdoors can encourage curiosity, exploration and creativity, which leads to cognitive development that is not accessible within traditional settings.
Sensory Integration Theory
Sensory integration theory was developed by A.J. Ayres (1979), and it explains the importance of sensory experiences in helping individuals process and respond to their environments. The idea of being outdoors creates sensory inputs such as the sound of leaves, the feel of grass, or the scent of fresh air; these are all sensory-rich and positive. For the autistic child with Sensory Processing Disorder (SPD), this can create a positive alternative to the negative artificial and manufactured stimuli created inside buildings.
Promoting Independence and Engagement
Outdoor Education (OE) is a great way to help students become more independent and stay involved in their learning. It allows them to take responsibility, solve problems, and develop independence.
Waite (2011) explains that outdoor environments are especially good at encouraging independence because they involve students in activities like building shelters, exploring natural spaces, or working together on group tasks.
Student engagement is crucial to OE. Natural settings provide a rich, stimulating environment that captures students’ attention and keeps them motivated.
Higgins (2019) explained that students’ focus increases, and they become more enthusiastic in a natural setting rather than inside a classroom.
Reducing Stress and Enhancing Wellbeing
Hansen et al. (2017) explain that being outside lowers cortisol levels, which can be used as a stress marker and increase overall well-being. The opportunity to lower stress levels for an autistic child is invaluable. There are times during the school day when an autistic child is in a heightened level of stress. Quickly removing the child from the class outside can have beneficial effects.
I have incorporated natural elements into the design to bring nature’s benefits into my classroom. Hessian displays replace bright, busy walls, while green carpets and furniture mimic outdoor tones. Plants add a sense of life and calm, and after noisy break times, we sit quietly, watching a projected woodland scene with nature sounds.
Integrating Outdoor Education into Autism Practice
The Biophilia Hypothesis and Sensory Integration Theory provide valuable frameworks for designing programs emphasising sensory engagement, hands-on learning, and collaboration. They also support social interaction, teamwork, and independence, helping build skills critical for long-term development. OE allows for the creation of tailored activities and inclusive environments where autistic learners feel supported and able to thrive.
Gold Standards for Outdoor Education in Autism
Outdoor education can transform how autistic students learn. The following standards can be used to ensure that OE works well and reaches its full potential within a school environment.
1- Making Outdoor Education Accessible
One of the biggest challenges I have faced in organising outdoor education activities is ensuring every child can participate, regardless of their circumstances.
Griffiths (2013) notes that “outdoor spaces should be universally accessible, allowing children from all backgrounds to benefit.” I have seen how barriers like transport issues or a lack of equipment can prevent some students from joining in. Funding can also hinder outdoor education, as resources such as fireplaces or shelter from the weather are needed.
The Equality Act of 2010 states that a school’s duty is ‘to take such steps as it is reasonable to have to take to avoid the substantial disadvantage’ to a disabled person caused by a provision, criterion or practice applied by or on behalf of a school, or by the absence of an auxiliary aid or service.’
Delivering OE in a way accessible to all is a gold standard and a legal obligation. This legal obligation must be taken into account in advance to ensure that sessions are planned and delivered in a way that does not hinder a child with a disability. If a woodland lesson is being taught, then the area in which it is being taught must be accessible to wheelchair users. If the area has the potential to cause distress to an autistic child, then this must be taken into account and acted upon in a preventative manner so as not to cause that distress.
2- Sensory-Friendly Outdoor Spaces
Sensory sensitivities can make outdoor environments overwhelming for some autistic students, but thoughtful planning can make a difference.
One student, Ellie, would often shut down during loud activities. To help her, I created a quiet zone within our outdoor learning area. I filled it with soft cushions, a canopy for shade, and minimal distractions. Ellie began using this space whenever she felt overwhelmed, and it became her sanctuary.
The National Autistic Society (2021) highlights the importance of sensory-friendly environments, stating that they “can greatly benefit autistic children by reducing anxiety.” Incorporating calm areas like the one we set up for Ellie allowed her—and other students—to regulate their emotions and rejoin activities when they felt ready.
3- Linking Outdoor Education to Learning Goals and EHCP
Education, Health, and Care Plans (EHCPs) are central to supporting autistic students and integrating OE into these plans has been incredibly effective in my practice.
One personal example is that of a child called James. James had a target of building resilience and a second target of initiating friendships. These are common targets but can be challenging during a Forest School lesson where the children had to work in teams and build a shelter (referred to as a bivouac). James was given the role of engineer in a team of 5. During this session, James could make suggestions, advise, listen to others and give instructions, all in a friendly way. This was unlike James, but it may not have happened if he had been inside.
However, not all children have an EHCP who may need one; autism is not always diagnosed, and it can be challenging to get an EHCP. In the OFSTED annual report (5th December 2024), Sir Martyn Oliver states, “Not all children with an identified need will need an EHC plan. High-quality targeted support in mainstream schools and other early interventions can be made.” Learning goals are as important as an EHCP in creating this gold standard.
4- Skilled Teachers and Leaders
The role of skilled educators in outdoor education cannot be overstated. As a Forest School leader with an NVQ Level 3 qualification, I have seen firsthand how proper training equips teachers to handle the unique needs of autistic students. In one session, a student became distressed when plans unexpectedly changed due to weather. Drawing on my training, I used visual aids and calming techniques to help the student adjust and continue participating.
Beardon and Chown (2014) stress that “many educators lack the training to support autistic learners effectively.” Schools must prioritise professional development to ensure teachers have the tools they need. The NVQ level 3 qualification is a good step towards this. However, training experience in autism and SEN is also vital.
Intense training can support teachers in many ways, helping them understand the importance of balancing structure and flexibility. A balance between structure and flexibility is one key component of successful outdoor education. I have found that autistic students often respond well to clear, predictable activities like scavenger hunts with step-by-step instructions.
However, flexibility is also essential. This can be daunting for some teaching staff, especially senior leaders, who may require detailed planning. Flexibility is an important skill to master as factors such as the weather can mean lessons must change at short notice, or there may be a behavioural incident that needs addressing with a class member.
5- Keeping Programs Adaptable
Outdoor education programs must evolve to meet students’ changing needs. After one session, several parents mentioned that their children found transitions between activities stressful. In response, we introduced a visual schedule with symbols for each activity. This minor adjustment reduced anxiety and helped students prepare for what was coming next.
Research supports the value of continuous improvement in OE. Hansen et al. (2017) emphasise that spending time in nature reduces stress, while Louv (2008) highlights how outdoor activities encourage creativity and sensory engagement. Combining research with real-world feedback helps refine programs to serve autistic learners better.
Benefits of Gold Practices
When outdoor education is done well, it can significantly benefit autistic students. Calm, sensory-friendly spaces and explicit, structured activities help reduce anxiety and make it easier for students to concentrate. Connecting activities to their EHCP goals also ensures progress in critical areas like talking with others, building social skills, and managing emotions.
Accessibility efforts mean that no student is excluded from these opportunities. I have seen shy, withdrawn students gain confidence and independence through outdoor activities. One student, Mia, started participating in group tasks for the first time during an OE session, and her mother later told me how much this boosted her self-esteem.
Real-Life Examples
O’Brien and Murray’s 2006 study, titled “A Marvellous Opportunity for Children to Learn: A Participatory Evaluation of Forest Schools in England and Wales,” examined Forest School programs across various locations in England and Wales. These activities helped students improve their teamwork and communication skills.
In my teaching experience, I have observed similar results. Activities such as gardening teach practical skills and also encourage teamwork and patience.
Forest Schools further demonstrate the value of outdoor education. These activities support autistic students in developing resilience, fostering independence, and building confidence through hands-on, child-led activities in natural settings.
Gold practice standards are key to making outdoor education work well for autistic students. Focusing on accessibility, sensory-friendly spaces, personal goals, well-trained teachers, and flexibility helps create programs that meet students’ needs. These standards improve learning and give autistic students the support they need to grow and succeed. From my experience, outdoor education can be a powerful way to help students develop and build meaningful connections.
Critical Analysis of Current Practice and Recommendations for Improvement
Outdoor Education (OE) is a great way to help autistic students. It gives them chances to connect with nature, which can help them feel calmer, more flexible, and ready to grow. Unfortunately, many schools do not fully use OE’s benefits. This section will look at what works well and what does not, along with how we can improve OE programs to make them better for all students.
Limited Access in Urban Schools
One of the biggest problems with OE is that many urban schools do not have enough outdoor spaces. Schools in the countryside or suburbs often have large fields, forests, or other natural areas. On the other hand, urban schools might only have small concrete playgrounds or small fenced-in yards. Griffiths (2013) points out that city outdoor education is often treated as something extra instead of an essential part of learning.
For autistic students, who already face many challenges in regular classrooms, not having access to nature can make learning even harder. Being in nature can help calm their senses, lower stress, and improve focus. Urban schools, without green spaces, struggle to provide these benefits.
There are creative ways to solve this problem. Some schools work with nearby parks, gardens, or community centres to give students outdoor experiences. For example, at one school where I worked, we planned trips to a nearby forest, Formby Nature Reserve, every two weeks. During one visit, a student who often had trouble staying focused in class explored the bark of trees and the grass underfoot. He seemed so happy and relaxed; seeing how much the natural environment helped him was terrific. Organising these trips took much work, but the positive changes we saw in the students made it worth it. This example shows how being resourceful can help make OE possible for all students, even in urban areas.
Urban schools can also look into creating small green spaces on their grounds. For instance, some schools have transformed unused corners of their playgrounds into gardens using raised beds or containers.
With a small quantity of imagination and dedication, schools in even the densest urban areas can create spaces where students can connect with nature and enjoy its benefits.
The Need for Better Teacher Training
OE programs depend on teachers being prepared and confident. Many teachers want to include outdoor learning but do not know how to adjust activities for autistic students.
A report by the National Autistic Society (2023) revealed that only 39% of primary school teachers have been given half a day’s training on autism. In the secondary model, this drops to 14%. However, 87% of teachers believe they are effective when supporting autistic students, demonstrating a gap between what teachers perceive and what is true.
However, training is available and accessible. These courses can play a vital role in supplying educators with the skills they need to understand autism and create adequate OE opportunities for autistic students. Some of these may incur a cost, but there are also free courses that can offer insight into autism. The Sheffield Hallam Autism PGC course provides in-depth knowledge of autism, through which strategies can be developed to create OE learning environments.
In addition to Sheffield Hallam, some courses offer specialised training in autism education, such as;
– The University of Birmingham’s Master’s program in Autism Spectrum Conditions.
– Bath Spa University provides more miniature courses on understanding autism, ideal for people who cannot commit to longer courses.
– The National Autistic Society offers collaborations with universities, such as Sheffield Hallam. However, it also has a wide range of online training opportunities, some of which are free.
– The Open University provides free online courses that can be detailed and disseminated to all staff.
These courses ensure that educators have access to up-to-date research, practical strategies, and opportunities for reflection on their current practices. Such programs are crucial for closing the knowledge gap and enabling teachers to feel more confident in effectively supporting autistic learners.
Teachers need special training to learn how to make outdoor activities inclusive and friendly for students with autism. This includes understanding sensory experiences, handling challenging behaviours, and connecting activities to a student’s Education, Health, and Care Plan (EHCP). In one of my first OE sessions, I noticed a lack of clear instructions upset one student. After that, I started using visual schedules and clear step-by-step instructions in every session. The change was remarkable—students felt more at ease and engaged more in the activities. Practical tools like these can make a big difference, and training programs should focus on giving teachers these skills.
Managing Sensory Challenges in Outdoor Spaces
Although being outdoors can be calming for many autistic students, it can also be overwhelming if not managed carefully. Bright sunlight, loud noises, or sudden changes in the environment can upset students and make it hard for them to focus. Luke Beardon (2021) refers to his ‘Golden Equation’, which tells us that ‘autism + environment = outcome’.
Beardon tells us that an environment must be changed to accommodate autistic children, that anxiety and negative consequences for autistic individuals are not inevitable if the environment is supportive and that creating autism-friendly environments can significantly reduce stress and anxiety for autistic people. This leads to the conclusion that if an outdoor environment is not designed to accommodate autistic children, then ‘Autism + Environment = Disability’.
Schools can overlook planning practical OE sessions, meaning that autistic children do not receive the full potential of the lesson. Many inexpensive changes can be made but get overlooked due to a lack of planning, such as quiet zones, shaded areas, and visual aids like clear signs and boundary markers. A teacher can also carry a sensory kit with items they know a student may need to regulate.
Linking OE to EHCP Goals
One major problem with OE programs is that they do not always connect with students’ EHCP targets or learning goals. These plans are made to support the individual educational, health, and care needs of autistic students. If outdoor activities do not align with these goals, they may lose their purpose or cause more challenges.
The National Autistic Society’s report (2021) indicates that over 74% of parents with an autistic child feel that their child’s school placement does not meet their needs, a figure that has almost doubled since 2021. This is another reason why EHCPs and learning goals are important, as they show that sessions are constructive for the child’s development.
Schools can use planning frames in the same way that core subjects like Maths and English are planned, with space for child-centred objectives to support this. These templates can guide teachers in designing activities that address specific developmental areas, such as communication, sensory regulation, or motor skills. Regular reviews of OE sessions with input from families, SEN coordinators, and medical specialists can ensure that the activities continue to meet students’ evolving needs.
Inconsistent Practices Across Schools
Outdoor education, particularly forest school, is taught in many different ways. The area of OE is not included in the national curriculum, meaning there are no specific objectives or skills. Sessions can range from unplanned walks with no clear objective to schools that over-subscribe to the notion of the three-part lesson. Rickinson et al. (2004) highlight the importance of planning and proper training in outdoor education. This means that autistic children, who may struggle with unstructured sessions and a lack of organisation, will feel less stress and understand what the intention of the session is.
To overcome this problem, I have designed a whole school policy, long-term plan, shorter-term plan, resources list, and very detailed risk assessment procedure for my school. This means consistency is achievable, even if another teacher takes the lead practitioner role.
Examples of Common Challenges
Research highlights numerous obstacles schools encounter when incorporating Outdoor Education (OE) into their curriculums. Waite (2011) found that while many educators recognise the value of outdoor learning, tight schedules and limited resources often make it challenging to include OE within the school day.
Teachers are told to prioritise core subjects, mainly when OFSTED judgements are a priority. This leaves little time for outdoor sessions, even though these experiences can significantly benefit autistic students.
However, one common challenge that can be quickly resolved is collaborating in partnership with parents to achieve the best possible outcome.
Addressing Challenges Through Collaboration
One way to address these challenges is to include families in the planning and implementation process. As a forest school teacher, I have seen firsthand how working closely with parents can alleviate many logistical hurdles. Parents can provide invaluable support, such as organising transportation, volunteering during sessions, or identifying accessible outdoor spaces that the school may not know. For example, in one of my programs, a parent suggested a local nature reserve closer to our original location and offered facilities that better suited the sensory needs of her child as it was away from the busy roads of the area we usually used.
Leveraging Community Resources
Developing links with the local community and parents can strengthen the possible outcomes of OE. Links to other areas, such as allotments, unknown nature trails or parks, or the opportunity to access transport, can help. They can also provide a fundraising opportunity. By word of mouth, I received a substantial financial contribution towards developing my Forest School.
Importance of communication
Communication is vital to fostering this relationship between parents and teachers. Communication allows parents to provide feedback on their child and valuable input on what works well with their child. This can be done in various ways, such as newsletters, email, parent evenings, or at the end of the day during collection.
As I mentioned earlier, 74% of parents of autistic children do not feel that their child’s school placement fits their child’s needs. This communication is important to clearly understand how schools and parents can work together to achieve the best.
Beyond practical problem-solving, involving families fosters a sense of shared responsibility in the success of OE programs.
Ofsted’s report “Schools and Parents: Developing Partnerships” (2009) highlights that a strong relationship between home and school will increase the potential outcomes for children, particularly those with special needs.
Implications of the Proposed Changes
Improving outdoor education (OE) practices has the potential to significantly enhance the learning experience for autistic students, addressing their sensory, social, and academic needs. This section explores how these changes connect with current theories and the long-term benefits they could provide.
Improved Sensory Regulation and Focus
A significant factor in OE’s enormous impact on autistic children is the use of sensory-friendly environments. I refer to Beardon’s statement that ‘autism + environment = outcome’. The sensory areas and quiet zones add a more stable atmosphere within the lesson and allow students to regulate independently.
Hansen et al. (2017) discuss how we can include activities such as ‘forest bathing’ to reduce stress and help improve concentration. This is also linked with Sensory Integration Theory, which explains the importance of managing anxieties and enhancing focus by providing sensory experiences specific to the child.
Building social skills
Most OE activities incorporate teamwork, which gives the autistic child the chance to develop their social skills in a different environment. Activities like den building, large-scale woodland art projects, or firemaking require the child to work in partnership to achieve a final target. This encourages not only teamwork but also communication and problem-solving skills.
Louv (2008) explains that outdoor settings inspire creativity, bring people together and create meaningful interactions. These are skills that an autistic child may have but have not been a safe space outside to either show them off or develop them further. As sessions continue, it will become more apparent that these skills are developing within the child and will provide them with the ability to use them in social situations in the future.
Aligning with long-term goals
If OE is coordinated with EHCPs and learning goals, students can maximise their potential, and sessions become growth opportunities. Teachers can ensure that OE is purposeful and meaningful by customising these sessions.
Vygotsky (1978) refers to this meaningful and tailored interaction in learning. He highlights the “Zone of Proximal Development” (ZPD) and how learners can achieve optimal growth if given appropriately challenged and supported tasks. So, to maximise optimal growth for the children, tasks must use the child’s given learning goals and adapt these into smaller steps to allow the child to work within their ‘Zone of Proximal Development’.
Advancing research and best practices
Improving how we deliver OE can have more than just positive effects on students. It can contribute to the understanding of autism and education as a whole. Using evidence-based strategies, schools can contribute valuable insights into the slowly growing area of OE research. Schools that embrace and recognise these improvements can then share good practices and work alongside other institutions to develop this area further.
Implications of Outdoor Education for Autistic Learners
Outdoor education can change current pedagogy and reshape the educational approach. OE’s impact on Autistic children goes beyond individual development. If the examples of improving the learning environment I have discussed show that the OE can become a powerful force in creating an inclusive culture that demonstrates understanding across schools nationally,
“Everybody is a genius. However, if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” is a quote attributed to Albert Einstein.
For many autistic children, the traditional classroom environment with its humming bright lights, loud and busy corridors, and hard desks to be sat at for an hour at a time serves no purpose. These rigid rules and routines are detrimental to some autistic children, providing sensory overload and stress. OE shifts this experience by offering the students something that can align with their profiles. Activities can be made much more accessible if the child is removed from the classroom. Activities such as bird watching and listing, den building, country walking or gardening allow children to learn in a natural setting away from the inside of a concrete building. This, in turn, creates the building blocks needed for academic and personal growth.
OE activities can create skills that autistic children can develop and then take on into further life. The team-building activities in scavenger hunts help autistic children develop their ability to cooperate, listen, talk, and sometimes take the lead. They can also create skills associated with patience and understanding things from someone else’s point of view. These are all skills that, when fully developed, can help the child through college, self-reliance, and employment. They can act as stepping stones to help the child achieve long-term goals.
The benefits that OE offers can go beyond the student. Teachers are forced to develop their skills and think creatively; copying questions from a textbook is redundant and is replaced by the skill of judging how far a child can be pushed to increase their understanding of how far they can push themselves when calculating risk. It allows teachers and students to talk freely and openly and develop relationships not hindered by the fact that the teacher has to start their plenary on the 45th minute of an hour-long lesson.
Parents, too, see the positive differences that OE is making in their child from seeing a happier child who is beginning to enjoy school and try new things. If taught correctly, OE can create partnerships with parents, and the triangle between student, child and parent develops, meaning that communication becomes an opportunity for all three to understand what is working, what is not and what is needed next for the child’s benefit.
Outdoor education should be more than just one Friday afternoon every week. It should be woven into the education fabric and become a passion for all.
Bibliography
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