Peer-reviewed research2017–2026 update
Education outside the classroom for children with neurodevelopmental disorders in special needs education settings—A scoping review
A scoping review of 50 studies found possible benefits of EOtC for children with neurodevelopmental disorders in special education settings, but the overall evidence is weak.
What's new
This scoping review explored the characteristics, outcomes, enablers and barriers of EOtC for children aged 5–21 with neurodevelopmental disorders (NDD) in special needs education settings. The authors searched 10 scientific databases and two grey literature databases, and consulted the International Play, Learn, and Teach Outdoors Network. The 50 included studies were mainly practice descriptions and qualitative studies, so the overall level of evidence was low. Studies reported possible positive effects across cognitive, social and physical domains. The review identified enablers and barriers relating to students, environment, staff and structures. It also identified nine categories of EOtC, including nature-based, animal-assisted, horticultural, adventure-based and Indigenous place-based learning.
Why it matters in Aotearoa
Inclusive EOTC is a priority for schools in Aotearoa. The review brings together guidance on planning and adapting outdoor learning for neurodivergent students in a field where research is scarce.
Putting it into practice
When planning EOTC for students with neurodevelopmental needs, use the review's enablers and barriers (students, environment, staff, structures) as a checklist to adapt activities, and choose from the nine EOtC types to match student needs.
How strong is the evidence
This is a systematic scoping review, but the studies it includes are mostly descriptive or qualitative, so the authors rate the overall evidence as low. The benefits it reports should be treated as possibilities.
What to read
The sections on enablers and barriers and on the guidance for planning and adapting learning activities.