Nature and Inclusion: a possible connection?

As demonstrated by numerous studies and better observed and experienced during the Erasmus Plus NQ project, nature can be a source of physical and psychological well-being and a place for meaningful activities that stimulate the development of soft skills in all children. For this reason, the teachers of I.C. Bossolasco-Murazzano have observed that outdoor activities, immersed in nature, are a valuable opportunity to foster learning and inclusion for all children, especially for those with Special Educational Needs (SEN), who have always represented a crucial educational challenge for every teacher.

But what are the benefits of outdoor activities for children with SEN?

Outdoor educational activities offer many advantages for all children, but particularly for those with SEN, such as:

• sensory stimulation: the natural environment is rich in sensory stimuli (colors, sounds, smells, textures) that encourage exploration and discovery, which cannot always be fully developed in a classroom setting;
• experiential learning: outdoor learning is based on direct experience, allowing children to manipulate objects, solve problems, and develop skills in a hands-on way;
• improvement of social skills: group activities in nature promote collaboration, communication, and empathy, fundamental skills for all children;
• reduction of stress and anxiety: interaction with nature has a calming and relaxing effect, reducing stress and anxiety levels that can affect children with SEN, particularly those with Autism Spectrum Disorder (ASD);
• boosting self-esteem: overcoming challenges posed by the natural environment and experiencing success in outdoor activities strengthens self-esteem and self-confidence.

Many children with SEN, in fact, show strengths in a natural setting that might not emerge in the classroom, such as the ability to recognize plants, mushrooms and animals, as well as highly developed gross and fine motor skills, such as climbing a tree or chipping a stone. These are skills that might be less apparent in children who are very “good” and always neat in the classroom. In this way, hidden talents are discovered, and a sense of self-efficacy is reinforced within the entire class, as everyone is “good” at something and becomes aware of their importance in the group.

However, specific strategies need to be adopted for inclusive activities in nature, such as careful planning of objectives and activities based on the different needs of these students, anticipating and being flexible with adaptations and individualized supports. If necessary, additional teachers or experts can be involved to best support children with SEN.

There may also be challenges, sometimes tough ones, that raise doubts first among parents and then among teachers, such as a student in a wheelchair going on a hike along a trail. In such cases, where nature certainly cannot be modified to provide ramps, elevators, or stair lifts like in a school building, it’s essential to bring in the “human” factor: peers and teachers can be the positive factors in the environment, helping, supporting, and encouraging, even literally, the student who cannot walk. This is where social skills are truly put into play!

Over the years of training and experimenting with the Outdoor Education approach, the teachers of I.C. Bossolasco – Murazzano have conducted significant activities such as structured nature hikes, sensory activities, thematic “days” consisting of logical-mathematical paths (e.g. building huts, creating chemical bonds) or artistic ones (e.g. graffiti on stones), and cultural and sporting activities (e.g. bike tours and walks along meaningful local paths).       (see photos from No. 1 to No. 5)

Some of these activities were presented at the annual conference of the Kairon association in Alba, which, since its founding in memory of Marco Gaudino, has supported the school-family alliance and the role of school as an inclusive environment. This year, the conference was titled “Building connections that set us free” and took place in Alba on Saturday, December 14th, 2024. The teachers of I.C. Bossolasco – Murazzano were invited to present some of the activities they have carried out or are currently carrying out with their students. Some of these activities were also practically experienced by some participants in the afternoon workshops.

These activities, in their diversity of school order, natural environment and strategy, all shared the common denominator of developing enthusiasm, learning, inclusion, and social skills, helping to strengthen the bond among students, between teachers, and between teachers and students themselves. Nature, which has always been a place of connection between elements, proved to be a space for relationship and connection between all human beings who enter and experience it.