How Nature Enhances Learning: A Tool for Inclusion, Community Access, and Development

For many students, particularly those with Autism Spectrum Disorder (ASD), Attention Deficit Disorder (ADD), or other learning differences, traditional classroom environments can be overstimulating and restrictive. The National Disability Insurance Scheme (NDIS) highlights the importance of community access and inclusive education, supporting diverse learning needs.

A growing body of research confirms that nature-based learning is a powerful tool for improving academic outcomes, emotional regulation, and social development, particularly for students who struggle with conventional instruction. According to Kuo, Barnes, and Jordan (2019), “the research on nature and learning now includes evidence of mechanisms” that explain why nature fosters engagement, concentration, and personal growth.

The Science Behind Nature and Learning

In their extensive review, Kuo, Barnes, and Jordan (2019) concluded that exposure to nature has a measurable, positive impact on learning outcomes. While early research in this field was sometimes criticized for weak study designs, they found that “a thorough review reveals an evidence base stronger, deeper, and broader than this first impression might suggest.” The researchers identified multiple pathways through which nature enhances cognitive and social development, making it a valuable tool for students of all backgrounds and abilities.

Why Does Nature Support Learning?

The study highlights several key mechanisms that explain why nature is beneficial for students, particularly those with ASD, ADD, or learning difficulties:

• Improved Focus & Reduced Stress: Nature provides a calmer and quieter environment, helping to restore attention and reduce mental fatigue. This is particularly beneficial for students with ADD, as “nature may promote learning by improving learners’ attention, levels of stress, self-discipline, interest and enjoyment in learning, and physical activity and fitness” (Kuo et al., 2019).

• Enhanced Social & Emotional Development: Outdoor learning fosters teamwork, leadership, and resilience—areas where children with ASD often need additional support. The study states that “report after report – from independent observers as well as participants themselves – indicate shifts in perseverance, problem-solving, critical thinking, leadership, teamwork, and resilience.”

• Increased Engagement & Interest in Learning: Research suggests that students who struggle with traditional instruction are more engaged in nature-based learning. The authors note, “nature-based learning may sometimes even erase race- and income-related gaps” and “appears to boost interest in uninterested students” (Kuo et al., 2019).

• Physical & Cognitive Benefits: Outdoor learning environments encourage movement, which has been linked to better cognitive function and executive skills—important for students with learning disabilities.

Nature, Community Access, and the NDIS

For individuals with disabilities, community access is a key focus of the NDIS, ensuring that participants can engage in meaningful and inclusive activities. Nature-based programs align perfectly with these goals by:

• Providing safe, structured outdoor experiences that help regulate sensory processing difficulties common in ASD.

• Encouraging social interaction and teamwork, which can be particularly beneficial for individuals who struggle with peer relationships.

• Offering opportunities to develop independence and real-world skills through hands-on learning.

• Improving mental health and well-being, reducing anxiety and stress levels.

Given the strong evidence that nature-based learning is particularly effective for students who struggle in traditional classrooms, incorporating outdoor education into NDIS-funded programs could significantly enhance outcomes for children with additional learning needs (Kuo et al., 2019).

Practical Ways to Integrate Nature into Learning & Therapy

• Outdoor Classrooms & Green Spaces in Schools: Studies show that more greenery in schoolyards correlates with improved academic performance (Kuo et al., 2019).

• NDIS-Funded Outdoor Therapy & Learning Programs: Participants can access funding for nature-based learning experiences, including sensory-friendly outdoor activities.

• Environmental Education & Nature-Based Play Therapy: Engaging in gardening, conservation, or animal-assisted therapy can improve self-regulation, engagement, and skill development.

• Structured Outdoor Activities for Sensory Regulation: Programs such as bush therapy, guided nature walks, and outdoor mindfulness sessions provide a calming, low-stimulation environment for individuals with ASD and ADD.

Conclusion: Time to Take Nature Seriously in Education

Kuo, Barnes, and Jordan (2019) argue that it is time to move beyond viewing nature as just a recreational asset and instead recognize its critical role in learning and development. They emphasize that nature-based instruction is particularly effective for students who struggle with traditional learning methods, stating:

“An important question arose in the course of our review: is nature-based instruction effective for students for whom traditional instruction is ineffective? … The benefits of nature-based learning for disadvantaged students were a striking leitmotif in our reading.”

The researchers further stress that nature-based learning has the potential to close achievement gaps, writing:

“Nature-based learning may sometimes even erase race- and income-related gaps” and “reduce disruptive episodes and dropouts among ‘at risk’ students” (Kuo et al., 2019).

This means that schools, therapy providers, and policymakers should actively promote outdoor learning and community-based nature programs, ensuring that NDIS participants and all students can experience the well-documented benefits of learning in nature. As the authors conclude,

“It is time to bring nature and nature-based pedagogy into formal education – to expand existing, isolated efforts into increasingly mainstream practices.”

Given the overwhelming evidence, nature should no longer be seen as an ‘extra’ in education but as a fundamental resource for supporting all learners, particularly those with additional needs.

Reference List

Kuo, M., Barnes, M. & Jordan, C. (2019) ‘Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship’, Frontiers in Psychology, 10, p. 305. Available at: https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2019.00305/full (Accessed: 2 March 2025).