Exploring Outdoor Learning in Primary Education for Children with Special Educational Needs and Disabilities.

This research explores outdoor learning for children with Special Educational Needs and Disabilities (SEND) in two case study primary schools (a mainstream and a special school) in the West Midlands. It uses Attention Restoration Theory (ART) as an analytical and interpretive tool, and addresses the paucity of knowledge in this area. Data was collected through semi-structured interviews with six members of staff and non-participatory observations of outdoor learning of 14 children. Findings from these are analysed, alongside evidence from previous research and Government policies, underpinned by ART to explore the benefits of outdoor learning for children with SEND. The findings suggest that outdoor learning allows children with SEND to progress understanding, and build opportunities for social skills and independence. ART proposes that focused attention can be restored through exposure to alternative, often natural, environments (Kaplan and Kaplan, 1989). The use of ART as the theoretical framework in this study is novel. ART has not been used previously when researching with children with a range of SEND or in relation to outdoor learning in primary schools for children with SEND. Using ART allowed for the identification and consideration of the benefits of outdoor learning for children with SEND in relation to their learning, well-being, and interaction with the environment. The study identifies opportunities for children with SEND when learning outside; it shows evidence for engagement in outdoor activities; and highlights social connections and recollection of prior learning. In this way, the study provides novel findings into the urgent and vital need of changing practice to ensure that all children with SEND can, and do, access outdoor learning