Education outside the classroom for children with neurodevelopmental disorders in special needs education settings—A scoping review

• EOtC may benefit cognition, behavior, and physical activity in children with NDD. • Nine EOtC types are identified, aiding inclusive practices in special needs education. • EOtC recommendations stress preparation, tailored activities, and student encouragement. • Future research needs rigorous methods and focus on EOtC outcomes in children with NDD. Children with neurodevelopmental disorders (NDD) are at higher risk of chronic health conditions, low physical activity, poor academic skills, and limited school participation. Outdoor education, especially the school-based ‘education outside the classroom’ (EOtC), has shown benefits for non-disabled students, enhancing social, academic, and physical outcomes. However, studies in special needs outdoor education settings are scarce. As an initial step this scoping review aimed to explore characteristics, outcomes, enablers, and barriers of EOtC in children with NDD. Systematic searches in 10 scientific databases, two grey literature databases, and consultation with members of the International Play, Learn, and Teach Outdoors Network were performed. Studies focusing on children with NDD aged 5–21 years that examined the use of EOtC in special needs education settings were included. A total of 50 included studies highlighted EOtC in special needs education as an emerging field based on practice descriptions and qualitative studies. This indicates a lack of rigorous studies, resulting in a low overall level of evidence. Potential positive impacts of EOtC across cognitive, social, and physical domains were reported. Key enablers and barriers relating to students, environment, staff, and structures were identified along with guidance on planning, structuring, and adapting learning activities. Nine EOtC categories within special needs education were identified: Nature-based education, animal-assisted education, horticultural education, service learning, urban place-based learning, outdoor classroom, environmental education, adventure-based education, and indigenous place-based learning. These findings may guide future educational practices and aid practitioners in choosing or adapting EOtC methods based on student needs. To advance the field, future research should focus on conceptual clarity and rigorous evaluation of the effects of EOtC in students with NDD.