Autism is a neurodevelopmental condition which impacts the way the brain performs in areas of communication skills and social interaction. People with autism are sometimes described as “being on the spectrum,” or as having “autism spectrum disorder” (ASD). These terms recognize the fact that people with autism have characteristics that fall along a continuum, from relatively mild to very severe. While still small, the growing body of research on the benefits of nature for children with autism suggests that the natural environment seems to provide non-intrusive, sensory experiences which provide a welcome escape from the more intrusive and over-stimulating indoor environment.  Documented benefits of nature engagement for children with ASD include improved communication, more positive social interactions, increased physical activity, gains in cognitive development, and greater emotional affect.

Heavier community tree canopy predicts lower conduct problem severity in children with autism

Information on almost 80,000 children (age 6-17), accessed from the National Survey of Children’s Health, showed that children with special health care needs or having autism had increased odds of moderate to high levels of conduct problems. Green space data, accessed through the National Land Cover Database (NLCD), linked with the child data showed that community tree canopy coverage significantly decreased the odds of conduct problems in children with autism.
Barger et al. 2021. Tree canopy coverage predicts lower conduct problem severity in children with ASD.
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Recurrent patterns observed in animals and other aspects of nature may promote the psychological development of children with autism

Nine children with autism, after participating in an intervention involving animals and other aspects of nature, showed increased ability to engage in conversation, interact socially, and use more fantasy in play. These outcomes, along with reduced stress and increased curiosity and mental energy, were associated with recurrent patterns observed in animals and other aspects of nature.
Bystrom, Grahn & Hägerhäll, 2019. Vitality from experiences in nature and contact with animals – A way to develop joint attention and social engagement in children with autism?
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Parents of children with autism identify benefits and barriers associated with spending time in nature

Information shared by three Australian parents of children with autism indicated that time in nature supports child interests and imagination, is calming for the child, and helps the child cope with change. Parents noted barriers including time constraints related to appointments, the child’s sensory challenges, balancing the needs of siblings, and dealing with the exhaustion of daily life.
Galbraith & Lancaster, 2020. Children with autism in wild nature: Exploring Australian parent perceptions using Photovoice.
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Healing gardens can promote both ecosystem services and therapeutic goals for youth with autism

Eight male youth (age 15 – 23) with ASD worked as “Biodiversity Custodians” in the development of a healing garden in Italy. The work of the Custodians proceeded from sowing seeds to plant cultivation to seed collection for the purpose of conservation of local biodiversity. Pre/post assessment results showed that the youth with ASD made significant improvements in independence, adaptive behavior, and interaction skills.
Scartazza et al. 2020. Caring local biodiversity in a healing garden: Therapeutic benefits in young subjects with autism
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Equine assisted activities and therapies may be a useful form of treatment for children with ASD

This review and meta-analysis of published trials with comparison groups investigated the effectiveness of equine assisted activities and therapies (EEAT) among children with ASD. The overwhelming majority of the studies demonstrated high effectiveness of EAAT, especially for improved social functioning. Some studies also reported a significant reduction in aggressive behaviors and improved trunk stability.
Trzmiel et al. 2019. Equine assisted activities and therapies in children with autism spectrum disorder: A systematic review and a meta-analysis.
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Sensory gardens can be therapeutic environments for children with autism as well as welcoming spaces for all ages and abilities

This field report describes how challenges for children with ASD were addressed through the design and installation of a sensory garden at The Els Center of Excellence in Florida. The garden was also designed to be a welcoming place to the larger community, including parents, educators, therapists, and caretakers. Today, the garden “provides opportunity and choice for everyone to engage with nature on their own terms, in their own way, and at their own pace.”
Wagenfeld, Sotelo & Kamp, 2019. Designing an impactful sensory garden for children and youth with autism spectrum disorder. 
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ADHD is a mental health condition or a brain-based disorder that can negatively impact a person’s attention and behavior. Children with ADHD have higher levels of inattention, impulsivity, and/or hyperactivity than their peers. The benefits of nature contact for children with ADHD include a reduction in impulsivity and inattention and increased engagement with learning.

Nature contact can help alleviate ADHD symptoms, but more rigorous and nuanced research is needed

This mini-review of the literature on children with ADHD found that play in green settings is associated with less severe attention deficits; and the greener the play area, the stronger the association. Two quasi-experimental studies add support to the idea that time in natural environments can reduce impulsivity and inattention in children with ADHD. There were also some indications that “spending time outdoors during preschool protects against developing attention deficit hyperactivity disorder in the future.” Further research is needed to add support to these findings.
Di Carmine & Berto, 2020. Contact with nature can help ADHD children to cope with their symptoms. The state of the evidence and future directions for research.
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Converging evidence offers causal support for nature’s impact on learning, development and environmental stewardship of children, including children with ADHD

This review of the literature summarizes what is currently known about the impact of experiences with nature on academic learning. Findings indicate that an impressive body of research has accrued and that converging lines of evidence paint a convincing picture of a cause-and-effect relationship between nature and children’s learning and development, including children with ADHD.
Kuo, Barnes & Jordan, 2019. Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship.
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Some nature-based interventions, such as animal-assisted therapies, are designed specifically for children with special needs. Other interventions, such as nature-based art activities, are utilized to support siblings of children with special needs. Promotion of social and/or educational inclusion of children with different abilities is the focus of still other forms nature-based initiatives, including outdoor classrooms and naturalized playspaces. Documented benefits of these initiatives include increased sense of well-being, decreased stress, and more positive behaviors. 

Students with and without special needs and their teachers share positive perceptions of learning in an outdoor classroom

Two kindergarten teachers and 37 kindergarten students (some with disabilities) shared their views of the benefits of outdoor classrooms. Benefits they identified included increased well-being, pleasure, and interest in the learning activities. Additionally, children with special needs seemed less distracted and more on-task in the outdoor versus indoor classroom.
Guardino et al. 2019. Teacher and student perceptions of an outdoor classroom. 
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Children advocate for playgrounds that are accessible, attractive to children with different abilities, and include a natural area

Seven- and eight-year-old children participated in a community initiative to make playgrounds accessible and attractive to children with special needs. One of their recommendations was to include natural areas where all children can engage in nature play. The participating children gained increased confidence and motivation to become engaged in community affairs. They also gained a deeper understanding and empathy for children with special needs.
Hill & Chawla, 2019. “Fun, novel, safe, and inclusive”: Children’s design recommendations for playgrounds for all abilities. 
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Nature-based group art therapy has a positive effect on siblings of children with disabilities

This experimental study was based on previous research indicating that siblings of children with disabilities are at increased risk for emotional and behavioral difficulties. One group of 18 siblings participated in eight weekly sessions of art therapy in a forest setting; another group of 11 siblings did not. Pre/post-assessments showed that the art therapy group gained “increased resistance to disease,” decreased stress, and increased self-esteem; the other group showed no significant change in these areas.
Kang, Kim & Baek, 2021. Effects of nature-based group art therapy programs on stress, self-esteem and changes in electroencephalogram (EEG) in non-disabled siblings of children with disabilities.  
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A dog-assisted reading program can promote positive behaviors and academic outcomes for students with special educational needs

Elementary special education teachers’ daily behavior logs allowed researchers to study the impact of a dog-assisted reading program on the behavior of students with special educational needs (SEN). The impact was impressive for one of four SEN students. Many disruptive behaviors were reported on non-dog days; none were reported on days the dog visited the classroom. Interviews with other educators in the school indicated that the most noticeable benefit of the school-wide dog-assisted reading program was increased motivation for children with SEN.
Kirnan, Shah & Lauletti, 2020. A dog-assisted reading programme’s unanticipated impact in a special education classroom.
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The interaction of nature, individual changes, and social changes are linked to desired outcomes for greenspace mental health interventions

A literature review on greenspace interventions for people with mental health concerns led to the development of seven program theories relating to three identified themes: Nature, Individual Self, and Social Self. These theories focus on “what works” for greenspace mental health interventions for different populations. One practical implication of this research is the need for nature-based mental health interventions to “include adequate opportunities for development in both individual and social skills.”
Masterton et al. 2020. Greenspace interventions for mental health in clinical and non-clinical populations: What works, for whom, and in what circumstances?
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