Enhance Your Neurodivergent Students School Experience: Get Outdoors!
Do you have neurodivergent students struggling to focus in the classroom? An option that could help is to get outdoors! Research shows that outdoor learning is great for all kids. 👉Learning outside is not just about fresh air and fun. It also helps: 🌱Reduce stress and anxiety: Nature’s calming influence helps regulate emotions. 🌱Improve focus […]
Outdoor Learning: Benefits Teacher’s Aswell
Teaching in a traditional classroom can sometimes feel like a whirlwind of noise, visual stimuli, and schedules. This can be especially challenging for neurodivergent educators who may find the sensory overload overwhelming. How Outdoor Learning Can Benefit Teachers Sensory Break: Spending time outdoors provides a much-needed sensory break. The natural environment offers a calmer, less […]
Beyond Words: Decoding Nonverbal Communication in Students with ADHD 🧠
As teachers we Look for ways to unlock deeper connections and understanding with our ADHD students? I recently did a little research around this topic and found that the key 🔑 might lie beyond spoken words. Nonverbal communication (NVC) plays a critical role in the classroom. Facial expressions, body language, and tone of voice can […]
Creating Inclusive Outdoor Learning Experiences for Diverse Learners
Discover how outdoor learning can be used and adapted to embrace and support diverse learners’ unique needs and abilities, providing an inclusive educational environment. This blog will spotlight the versatility of outdoor learning, highlighting its benefits and the various strategies that make it accessible for all students. From sensory activities to kinesthetic tasks, we’ll explore […]
Developing the Wellbeing of Children Through Outdoor Learning
In today’s blog post, I’ll discuss the importance of children getting the opportunity to be in outdoor environments and how this helps with mental well-being and soothes those with neurological challenges, including ADHD. Nature Deficit Disorder Louv (2008) highlights that children spend less unstructured time in nature. The paper concludes that this impacts children’s […]
