Do traditional school structures harm neurodivergent students?

Can nature-based learning be the solution?

In this episode, we dive deep into how Forest Schools can create more inclusive environments for neurodivergent learners. Our guest shares groundbreaking research on the benefits of nature for autistic students, challenges the romanticization of outdoor spaces, and discusses how autonomy, trust, and competence play key roles in educational success. How can you ensure you're not unintentionally causing harm? Are your Forest School practices as inclusive as they could be? Tune in to discover practical strategies for creating a truly inclusive, nature-based educational setting.

Chapter Titles & Timing:

Intro and Guest Background (00:00 - 05:30)

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Autism, Nature, and Forest Schools (05:31 - 15:45)

What’s the intersection of nature and neurodivergence?

The Challenges of Outdoor Learning (15:46 - 25:00)

How do we avoid romanticizing nature and ignoring reality?

Autonomy and Trust in Outdoor Education (25:01 - 35:20)

Can children truly experience autonomy outdoors?

Ensuring Inclusivity in Forest Schools (35:21 - 45:10)

Why inclusivity goes beyond just being outdoors.

The Future of Forest Schools and Research (45:11 - 55:40)

Referenced Works:

Practitioner perspectives on nature-based learning for autistic children

Samantha Friedman

ORCID Icon, Scott A. Morrison

ORCID Icon & Allison Shibata

Published online: 19 Sep 2024

(https://www.tandfonline.com/doi/full/10.1080/00958964.2024.2401785)

Michael James, “Forest School Handbook” (https://www.amazon.co.uk/Forest-School-Autism-Practical-Guide/dp/1785922912)

Sinead O’Brien, Autism and Nature Research (Link to relevant studies)