Case Study: Creative Writing in the outdoors with Neurodivergent learners

In August 2024, Chesapeake Bay Academy will offer a full year long course on Creative Writing in the outdoors. This course is for eigth grade students only at this time with hopes to expand outdoor learning throughout all of the grade levels. 

Research Question: How will learning outdoors impact neurodivergent students' attitudes about the outdoors and writing?

Methodology: student attitudes about the outdoors and writing will be collected via pre and post-surveys with a Likert scale and open response. An outside consultant will complete site observations, and anecdotal notes from the lead educator will be collected. Students will also set goals at the beginning of each semester and co-create a plan to reach them with the lead educator. 

Before the experience, the lead teacher attended professional development to prepare for bringing learners outdoors, scaffolding learning experiences, assessing and managing risk, and developing outdoor learning experiences. The lead teacher also has an outside consultant as a mentor for curriculum writing, outdoor learning implementation, and data collection. This mentor completed a site evaluation, curriculum, scope, and sequence review.  

Special Notes

Knowing learners is fundamental to the success of learning experiences with neurodivergent learners. Understanding their individual needs, concerns, goals, aspirations, and preferences is a major part of preparation for the outdoor with this specific project. Sensitivities to stimuli such as light, sound, textures, and outdoor elements can influence the enjoyment and success factor of being outdoors. Considerable time has been intentionally created before introducing participants to the outdoors to understand their needs as humans. There has also been intentional time dedicated to preparing the lead edcuator with content, tools, strategies, and resources to utilize the outdoors for learning. Participants themselves are integral to the goal setting, achieving, and evaluation process. 

We believe these strategies are important with neurdiverse populations and are effective with general populations of learners as well.