Reimagining learning environments for children with Autism Spectrum Disorder: The role of nature in regulation, participation, and development: A narrative review

Abstract

Background: Children with Autism Spectrum Disorder (ASD) often experience challenges related to sensory processing, emotional regulation, social participation, and engagement within traditional educational environments. Increasing attention has been given to nature-based educational and therapeutic approaches as supportive contexts that may promote regulation, participation, and learning through multisensory, flexible, and meaningful experiences. Objective: This narrative review explores the role of nature-based activities in supporting the educational, developmental, and well-being needs of children with ASD, with particular emphasis on sensory regulation, social interaction, anxiety reduction, physical activity, executive functioning, and inclusive participation. Methods: A narrative synthesis of relevant literature was conducted, focusing on studies and theoretical contributions examining nature exposure, outdoor play, gardening, hiking, structured nature-based programs, and related educational or therapeutic interventions for autistic children. The review also considers barriers to implementation, including limited access to natural environments, insufficient professional training, and variability in children’s individual sensory and developmental profiles. Results: The literature suggests that nature-based activities may provide meaningful opportunities for sensory modulation, emotional calmness, social engagement, and active participation. Natural environments appear to offer rich but often less overwhelming sensory input, while activities such as gardening, outdoor exploration, and structured play may support cooperation, communication, attention, autonomy, and motor engagement. However, the evidence base remains heterogeneous, with variation in intervention design, outcome measures, and methodological quality. Conclusions: Nature should not be viewed merely as an alternative setting for education or therapy, but as a dynamic, occupation-rich environment that can support children with ASD in regulation, participation, and learning. Future research should prioritize longitudinal designs, clearer intervention protocols, individualized approaches, and stronger collaboration between educators, occupational therapists, families, and multidisciplinary teams. Integrating nature-based practices into inclusive educational frameworks may represent a promising direction for supporting the holistic development and well-being of children with ASD.