This document summarizes research on using nature-based learning to promote wellbeing for autistic students. It describes two studies: 1) a survey of autistic adults reflecting on nature's role in their wellbeing over their lifetime, finding themes of nature providing escape, connection, and respite; and 2) a case study of autistic children at a Forest School, finding themes of excitement in nature, opportunities for positive development, and adults' attitudes strongly influencing experiences. The document advocates for nature-based spaces and practices that meet autistic students' needs to support their autonomy, relatedness, and competence as precursors to wellbeing.

1. Promoting wellbeing in autistic
students through nature-based
learning
Dr Samantha Friedman
Samantha.friedman@northumbria.ac.uk
@s_a_friedman

2. Roadmap
• Shared understanding of autism
• Define nature-based learning
and Forest School
• Existing research
• Study 1
• Study 2
• Practical suggestions

3. Autism
• Neurodevelopmental condition
• Differences in social communication
• Preference for repetitive behaviours and focused interests
• Sensory needs
• Often diminished wellbeing and negative school experiences*
• Informed by the neurodiversity paradigm**
*Goodall, 2018; Vasa et al., 2020
**den Houting, 2018

4. Bottema-Beutel et al., 2021

5. Nature-based learning
• Harnesses known associations between nature and
improved outcomes (academic, wellbeing, social, physiological, etc)*
• Can look many ways and follow different philosophies
• Accessibility?
• Barriers?
• Forest School – specific ethos
• Questions around cultural context, commodification, gatekeeping
*Fyfe-Johnson et al., 2021; McCormick, 2017

6. Undertheorised?
Attention
restoration theory
(Kaplan & Kaplan,
1989)
Stress recovery
theory (Ulrich et
al., 1991)
Biophilia
hypothesis
(Wilson, 1984)
Self-determination
theory (Ryan &
Deci, 2000)
Froebel and
Dewey

7. Existing research on autism and NBL
• Little empirical research exists
• Existing research is less focused on wellbeing
• Zachor et al. (2016) - reduced autistic symptomatology
• Bradley & Male (2017) - relationships, learning outcomes, experiencing
success
• Morrier & Zeigler (2018) - improved 'social skills'
• Friedman & Morrison (2021) - progress towards IEP goals
How can NBL be used to promote wellbeing for autistic people and disrupt
typically negative school experiences?

8. Study 1: Autistic adults' reflections on their
experiences in nature throughout the life course
• Participatory research; involved three autistic consultants
• Survey study of 127 autistics adults in the UK
• Reflexive thematic analysis (Braun & Clarke, 2006; 2021)
• Covid-specific and life course themes
• Important for understanding the role that nature might play in
wellbeing for some autistic people

9. Thematic findings
• Nature to escape
• Nature to connect
• Nature doesn't judge
(but other people do)
• Respite in nature
• Connecting amidst widespread
disconnection

11. Discussion and implications
• Connections to stress reduction theory and SDT
• Nature meets a variety of needs but is not for everyone
• Family and peers promote and/or hinder nature experiences
• Need improved training for outdoor practitioners
• Need spaces that are designed to meet autistic peoples' needs
• Nature as a cost-effective option to promote wellbeing
• Social prescribing

12. Study 2: Autistic children's experiences at FS
• Case study of 25 children at specialist autism school
• Interviews with 10 parents and 9 children
• Three months of observations (indoor and outdoor)
• Reflexive thematic analysis (Braun & Clarke, 2006; 2021)
• Framed by self-determination theory (Ryan & Deci, 2000)
• Inspired by Barrable and Arvanitis (2019)

13. Thematic findings
Excitement and
freedom of being
beyond four walls
FS affords
opportunities for
positive
development
Feelings regarding
FS are conditional
and subject
to change
Rituals are
important for all
but must be
tailored
Attitudes of adults
make or break
sessions

14. Supporting universal basic needs as precursors
to wellbeing
Autonomy – volition, structure
Relatedness – with people, spaces;
belonging
Competence – mastery over the
environment

15. Practical suggestions for ND-affirming
outdoor spaces
• Redefine success and failure
• Allow children to meet their own needs
• Incorporate technology
• Consider necessary resources
• Proper training for practitioners to avoid harmful, outdated
assumptions about autism
• Center child voice in decision making

16. Questions?
Dr Samantha Friedman
samantha.friedman@northumbria.ac.uk
@s_a_friedman

17. References
Barrable, A. & Arvanitis, A. (2019). Flourishing in the forest: Looking at Forest School through a self-determination theory lens. Journal
of Outdoor and Environmental Education, 22, 39-55.
Bottema-Beutel, K., Kapp, S. K., Lester, J. N., Sasson, N. J., and Hand, B. N. (2021). Avoiding ableist language: Suggestions for autism
researchers. Autism in Adulthood, 3(1), 18-29.
Bradley, K. & Male, D. (2017). ‘Forest School is muddy and I like it’: Perspectives of young children with autism spectrum disorder,
their parents and educational professionals. Educational and Child Psychology, 34(2), 80-93.
den Houting, J. (2019). Neurodiversity: An insider’s perspective. Autism, 23(2), 271–273.
Friedman, S. & Morrison, S. A. (2021). ‘I just want to stay out there all day’: A case study of two special educators and five autistic
students learning outside at school. Frontiers in Education, 6:668991.
Friedman, S., Gibson, J., Jones, C., & Hughes, C. (2022). ‘A new adventure’: A case study of autistic children at Forest School. Journal of
Adventure Education and Outdoor Learning.
Friedman, S., Noble, R., Archer, S., Gibson, J., & Hughes, C. (2023). 'It helps make the fuzzy go away': Autistic adults' perspectives on
nature's relationship with wellbeing through the life course. Under review.
Friedman, S. Noble, R., Archer, S., Gibson, J., & Hughes, C. (2023). Respite and connection: Autistic adults' reflections upon nature and
wellbeing during the Covid-19 pandemic. Under review.
Fyfe-Johnson, A. L., Hazlehurst, M. F., Perrins, S. P., Bratman, G. N., Thomas, R., Garrett, K. A....Tandon, P. S. (2021). Nature and
children's health: A systematic review. Pediatrics, 148(4).
Goodall, C. (2018). ‘I felt closed in and like I couldn’t breathe’: A qualitative study exploring the mainstream educational experiences
of autistic young people. Autism & Developmental Language Impairments, 3, 2396941518804407.

18. References
Kaplan, R., & Kaplan, S. (1989). The experience of nature: A psychological perspective. Cambridge University Press.
Kuo, F. E., & Taylor, A. F. (2004). A potential natural treatment for attention-deficit/hyperactivity disorder: evidence from a national
study. American Journal of Public Health, 94(9), 1580–1586.
McCormick, R. (2017). Does access to green space impact the mental well-being of children: A systematic review. Journal
of Pediatric Nursing, 37, 3-7.
Morrier, M. J. & Ziegler, S. M. T. (2018). I wanna play too: Factors related to changes in social behavior for children with and without
autism spectrum disorder after implementation of a structured outdoor play curriculum. Journal of Autism and Developmental
Disorders, 48, 2530-2541.
Ryan, R. M. & Deci, E. L. (2000). Self-Determination Theory and the facilitation of intrinsic motivation, social development, and well-
being. American Psychologist, 55(1), 68-78.
Ulrich, R. S., Simons, R. F., Losito, B. D., Fiorito, E., Miles, M. A., & Zelson, M. (1991). Stress recovery during exposure to natural and
urban environments. Journal of Environmental Psychology, 11(3), 201-230.
Vasa, R. A., Hagopian, L., & Kalb, L. G. (2020). Investigating mental health crisis in youth with autism spectrum disorder. Autism
Research: Official Journal of the International Society for Autism Research, 13(1), 112–121.
Wilson, E. O. (1984). Biophilia. Harvard University Press.
Zachor, D.A., Vardi, S., Baron‐Eitan, S., Brodai‐Meir, I., Ginossar, N. & Ben‐Itzchak, E. (2016). The effectiveness of an outdoor adventure
programme for young children with autism spectrum disorder: A controlled study. Developmental Medicine and Child Neurology,
59, 550-556.