Beyond the Classroom Walls: Why Outdoor Learning Can Unlock Potential for Children with SEN

For many children with special educational needs and disabilities, the classroom can be a busy, demanding and sometimes overwhelming place

. Noise, transitions, sitting still, written tasks, social expectations and sensory overload can all become barriers to learning. But what happens when learning moves beyond four walls?

The recent study by Godwin and colleagues, Making outdoor learning accessible and inclusive for children with special educational needs and disabilities (SEND): a case study, offers an important message for schools: outdoor learning is not an optional extra or a reward for good behaviour. Done well, it can be a powerful inclusive approach that supports learning, communication, wellbeing and belonging.

Outdoor learning is not just “fresh air”

Outdoor learning is sometimes seen as a break from “real learning”. However, the Godwin study challenges this. It highlights that outdoor learning can enhance children’s academic performance, social communication and wellbeing. For children with SEND, this matters deeply.

Some children learn better when they can move, explore, touch, observe and experience concepts in real life. A child who struggles to record ideas in a book may be able to explain their thinking while building, sorting, collecting, investigating or role-playing outdoors. A child who finds whole-class discussion difficult may communicate more confidently in a smaller group outside. A child who becomes dysregulated indoors may feel calmer in a natural environment.

In other words, outdoor learning can remove some of the barriers that traditional classroom learning can unintentionally create.

Inclusion has to be planned, not hoped for

One of the strongest messages from the study is that outdoor learning is only truly inclusive when it is carefully designed. It is not enough to take children outside and assume everyone will benefit equally.

Godwin and colleagues used the Universal Design for Learning framework to explore how outdoor learning programmes can become more accessible. Their findings identified key themes including resources and adaptations, communication with schools, staff approaches to inclusion and the need to balance different children’s needs.

This is a crucial point for schools. Children with SEND should not have to “fit into” outdoor learning. Outdoor learning should be adapted so that children with SEND can access it meaningfully.

That might mean using visual instructions, now-and-next boards, sensory preparation, quieter routes, accessible equipment, alternative recording methods, adult modelling, flexible grouping or clear transition routines. It might also mean talking to school staff and families before the session so that children’s needs are understood before difficulties arise.

Belonging matters

For children with SEND, inclusion is not just about being physically present. It is about feeling that they belong.

Outdoor learning can create opportunities for children to be seen differently. A child who struggles academically may shine when identifying insects, solving practical problems or leading a group task. A child who finds classroom relationships difficult may connect with peers through shared exploration. A child who is often corrected indoors may experience success, independence and praise outside.

This matters because children’s confidence is shaped by repeated experiences. If a child repeatedly experiences themselves as “behind”, “disruptive” or “different”, this affects their self-esteem. Outdoor learning can offer a different story: one where the child is capable, curious, skilled and included.

What does this mean for schools?

The Godwin study gives schools an important reminder: inclusion does not happen by accident. If outdoor learning is planned through an inclusive lens, it can support children with SEND academically, socially and emotionally.

Schools could start by asking:

Are our outdoor learning sessions accessible to children with sensory, physical, communication and learning needs?

Do staff know the children’s individual needs before outdoor sessions begin?

Are instructions presented visually as well as verbally?

Do children have different ways to show what they know?

Are transitions to and from outdoor spaces predictable and supported?

Do we use outdoor learning as part of our graduated response, rather than as an occasional treat?

These questions help shift outdoor learning from a one-off activity to a meaningful part of inclusive practice.

A powerful tool for SEN practice

Outdoor learning should not replace high-quality teaching in the classroom. But it can strengthen it. For children with SEND, learning outside the classroom can provide movement, sensory regulation, real-world context, practical experience and opportunities for communication.

The message from Godwin and colleagues is clear: outdoor learning has real potential, but accessibility must be designed in from the start.

For schools committed to inclusion, this is an exciting challenge. The question is not simply, “Can we take children outside?”

The better question is: “How can we make outdoor learning belong to every child?”

Because when outdoor learning is inclusive, it does more than change the setting.

It can change who gets to succe