Autism and Outdoor Learning: an Autistic Practitioner’s Perspective

Marwen is a Director of Wild Green Space CIC and works across projects at The Nest, Den and Roost at We Are Wonder. They are currently planning a 3 day event ‘Tangles in the Trees: a Celebration of Outdoor Autistic Play’ for Easter 2025.

“When I spend my time amongst green and growing things I am reminded of my organic self. It is the experience of being simultaneously in and of nature that helps me connect my thinking self with my blood,bones and muscles, with my aches and pains, and with my senses. This ephemeral awareness is at times  for me as a distant echo or a tiny voice, though when I am in distress it thunders and stamps, demanding attention at the expense of everything else.

Through a  quiet awareness of self and of my body existing in space I gain a greater awareness of my exact, in the moment mental state: am I tired? Thirsty? Joyful? Then come my spoons*  – those I have lost through exertion, through complex social interaction and through sensory overwhelm; and those I have to spare.  

Group tool use during a session of The Nest.

When I spend time in the woods I am more able to give myself time to notice these things about myself and to take stock of how they will affect my day or my week. It is a space that inspires stillness, reflection and in-the moment sensory feedback in a way that indoor spaces just don’t do for me. 

A comfy sofa in a heated room leaves my mind dull and my body sleepy, but a hammock or a tree swing in the woods, there is nothing more peaceful! I could gaze up at a canopy for hours in early springtime and look for patterns amongst the leaves, for signs of crown shyness or symmetry.

I authentically tap into my playful self with the basic and stripped down nature of our offerings. I find quiet, contemplative joy in the unravelling of string,then exhilarating order in the weaving of nets,webs or mouse sized ladders. I find a lot of satisfaction in a stick, carefully selected for its assigned purpose, I enjoy whittling away some of its imperfections and bringing others to light as it takes form into gnome or mushroom or spoon or humble tent peg. 

I love to have a project always at hand, something to do with my hands and my senses as I assist in the day's activities and listen to the needs of the group. I randomly and sporadically stim – uttering small nonsense words, humming, flapping my hands or steepling my fingers.

I often act as a mirror for the group, even when I am low in spoons to spare I can reflect back the vibe and energy of an individual at play as I resort to unconscious mimicry that adds weight to their comedy and turns silliness into full on skits. In this way I become less conscious of my position as an ‘adult’ and more in tune with the group. As a wild woodland being I can let go of social expectations, unmask a bit and  seek to use my imagination to weave stories, to entertain, to collaborate in world building and role playing.

Communication, processing words and simultaneous conversations can lead me to feeling exhausted and fragile after work – sensory overload from voices, high winds, loud lawnmowers and the constant ever-present hum of traffic that is unavoidable in an urban Glasgow park all chip away at my resilience. I find myself stuck in the minutiae, wading through small conflicts, trying to keep one eye in the future communicating to the group what will be happening. I believe this makes a difference to their comfort as well as my own ability to anticipate needs before they overwhelm me.

There is no greater privilege however than being able to live and work in an environment so well suited to my needs. To take a playful approach to life and work is a balm to anxiety and leaves me open to finding new interests and passion. These are often brought forth by the young people themselves in how I find ways to relate to them and to facilitate their learning”.

* Christine Miserandino coined spoon theory at a college diner to better explain to her friend what it was like to live with a chronic illness using spoons as a stand in for finite units of energy. A person living with a disability, mental illness or chronic pain has only so many spoons to spend on accomplishing tasks and must be meticulous with their decisions on what to use their spoons on in order to avoid going into deficits and risking burnout or a health relapse. Many neurodivergent people including myself resonate with this concept and use it as a framework for discussing our capacity on a given day. https://neurodivergentinsights.com/blog/the-neurodivergent-spoon-drawer-spoon-theory-for-adhders-and-autists

** For more information on participating in “Tangles in the Trees” please contact Marwen directly at marwen@wearewonder.org

The Nest: Fostering Outdoor Learning and Positive Connections for Young Minds

Fostering Outdoor Learning and Positive Connections for Young Minds

In a world that often seems dominated by screens and technology, fostering a connection with nature and real-world experiences becomes increasingly important for the development of young minds. "The Nest," is a unique outdoor learning community tailored for young people aged 5 to 11 in Glasgow. This consent-based project seeks to provide a space where children can engage in immersive outdoor activities, develop friendships, and explore the wonders of nature in a self-directed way, all while being guided by facilitators who prioritise safety, consent and positive experiences.

The Joy of Immersive Nature Experiences

As we delve into the feedback gathered during Phase 3 of The Nest from the participants, it's clear that the children are thriving in this outdoor setting. The range of activities they enjoy is as diverse as their interests. From playing Viking Chess to building dens, engaging in horse racing, and crafting mud bombs, the children are relishing every opportunity for creative play. It's heartening to see them immersed in activities that encourage both individuality and teamwork.

The natural environment of The Nest provides a canvas for their exploration, whether it's making art from bark and wood or simply revelling in the camaraderie of friends. The presence of hammocks, a pond, and a play park only adds to the excitement, making each visit a memorable adventure. The Wild Moon Café, where young minds are introduced to the basics of running a cafe, offers not only an educational experience but also a sense of accomplishment.

Challenges and Growth

Yet, no journey is without its challenges. The feedback shows that some children have experienced moments of exclusion or discomfort, reminding us that building positive social dynamics is an ongoing process. It's vital for The Nest to continue fostering an environment of inclusivity, where every child feels seen, heard, and valued. Addressing issues of teasing and unwanted actions is crucial to maintaining a safe and enjoyable space for everyone.

Diverse Perspectives on Peers

Children's thoughts about their peers are as varied as the natural world around them. Some cherish the friendships they've formed, while others express a desire for more connections. It's a reminder that young minds navigate relationships in unique ways. The project's facilitators play a significant role in helping children navigate these relationships, ensuring that kindness and understanding prevail.

Facilitators: Guiding Lights

The feedback about the facilitators is overwhelmingly positive. Kindness, safety, and engagement are some of the qualities highlighted by the children. The facilitators, are seen as mentors and friends, contributing to the positive experiences the children have at The Nest. Their involvement in activities, whether it's joining in play or guiding learning experiences, adds a layer of authenticity that resonates with the children.

Proud Moments and Possibilities

As we listen to the children's proudest moments, we are reminded of the growth they experience at The Nest. From creating mud bombs to participating in a wildlife club, each achievement brings a sense of accomplishment and camaraderie. The diversity of experiences showcases the well-rounded learning that happens in this outdoor setting. Whether it's through creative projects or leadership opportunities, The Nest is nurturing young leaders and adventurers.

A Journey of Continuous Improvement
The Nest is not just an outdoor learning community; it's a living project that evolves with each piece of feedback received. Suggestions for improvement include incorporating lively activities, introducing new equipment, and expanding the schedule to accommodate larger groups. The desire for inclusivity and diverse play options also stands out, highlighting the commitment to making The Nest a place where every child's voice is heard.

In conclusion, The Nest is more than just a physical space. It's a nurturing ecosystem where children can explore, create, and connect with the world around them. It's heartening to see the positive impact it's having on young minds, and the commitment to improvement ensures that this outdoor learning community will continue to grow and thrive. With the guidance of caring facilitators and the unwavering support of parents, The Nest is fostering a generation that values nature, consent, friendship, and the joy of exploration.

School is dead? Long live learning! @ COP26

Six months after COP26 and in the spirt of ‘slow news’, we reflect on the event We Are Wonder held as part of the ‘Peoples’ Coalition’ at COP26: School is dead? Long live learning! - An open discussion space on ways to make education better for people and the planet.

True to our value of forming deep connections with the natural world, we hosted the event in the woods, on the site of an Iron Age fort, Camphill, at the top of Queen’s Park. On a crisp and sunny November day we installed three old school desks in the ‘classroom’ of the forest. The first interactive desk contained 1000 paperclips. Based on NASA’s paper clip test, our intent was to playfully engage participants to think creatively and ‘outside the box’. The Paperclip test is a fascinating demonstration of divergent thinking and how it tends to decline from the age of five! George Land and Beth Jarmans Paperclip Test 1968

The other two desks were set up as writing spaces to share thoughts and answers to the question: What would a ‘school’ that put the well-being of children, young people and planet at its core look like?

Under the bare beach trees in the winter sun we discussed ‘learning’ and ‘education’, people and planet care, while drinking warm spiced apple juice and eating pumpkin cookies. We were joined by people local to Queen’s Park, some faces we knew and some that were new to us, and others who had traveled from Ireland and as far away as Africa. 

The conversations we began that day are continually evolving and we feel we are coming closer to understanding what form a space that puts the well-being of children, young people and planet at its core would look like here in Glasgow. We will explore this further in future blog posts.

Lillias is a visual artist, mother, co-founder and member of We Are Wonder.