Neurodiversity in the Outdoors: How to Support Neurodivergent Participants on Outdoors Courses

by Holly Worton | Dec 10, 2024

Header photo by Julia Volk from Pexels.

If you’re an outdoor adventure leader, you might be wondering what can outdoors leaders do to be more inclusive and support neurodivergent people who sign up for your courses and workshops.

I’m autistic, and I’ve written about my experiences as an autistic person who enjoys hiking and martial arts. I also contributed to Allie Mason’s book The Autistic Guide to Adventure, which you might find a useful resource. Y ou can find it here.

Disclosure: There are affiliate links in this blog post, which means that I may earn a small commission if you click on these links and make a purchase. I am a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means to earn fees by linking to Amazon.com and affiliated sites. As an Amazon Associate, I earn from qualifying purchases. I am also a participant in other affiliate programs.

What is neurodiversity?

“Neurodiversity” is a term that describes the natural diversity that exists in human brains. “Neurodivergence” is the term used to describe when an individual’s brain processes, learns, and/or behaves differently from what is considered “typical.” People whose brains are considered typical are described as “neurotypical.”

Neurodiversity includes autism, ADHD, dyslexia, dyscalculia, and dyspraxia. In the UK, it’s estimated that around 15% of the population is neurodivergent. In the US, a YouGov poll found that 19% of Americans identify as neurodivergent.

Odds are that if you’ve been running outdoor education courses for a while, you’ve probably already had neurodivergent students, even if you weren’t aware of it.

Understanding neurodiversity: what outdoor leaders need to know

Different neurodivergent people will have different challenges in the outdoors. Autism, for example, is a spectrum, so not every autistic person will have the same challenges. As the saying goes, “If you’ve met one autistic person, you’ve met one autistic person.” This goes for all types of neurodivergent people.

Here are some of the challenges that neurodivergent people may experience in the outdoors:

Unpredictability: Outdoor activities often involve changes in plans, unexpected environmental conditions, or surprises that can be distressing for individuals who thrive on structure and predictability.
Anxiety in new environments: New or unfamiliar outdoor settings can cause heightened anxiety, especially for individuals who require a sense of safety and control in their surroundings.
Sensory overload: The outdoors can be rich with sensory stimuli, such as loud noises, bright sunlight, fluctuating weather, and strong smells, which might overwhelm some individuals with sensory sensitivities.
Social challenges: Group-based activities might involve social interactions that may be difficult for people who experience social anxiety or find it challenging to interpret social cues.
Communication barriers: If the outdoor leader or other participants don’t use clear, direct communication, this can be problematic for individuals who need explicit instructions or struggle with abstract or ambiguous language.
Physical accessibility: While not all neurodivergent individuals have physical disabilities, some may experience challenges with motor coordination, spatial awareness, or stamina, making certain outdoor activities physically daunting.
Cognitive overwhelm: Complex instructions, multiple tasks, or unfamiliar environments can lead to cognitive fatigue or stress, especially for individuals with ADHD, dyslexia, or processing delays.
Difficulty with transitions: Transitions between activities or environments, such as moving from a hike to a campsite, can be stressful without clear cues or preparation.
Stigma and misunderstanding: Neurodivergent individuals might feel judged or misunderstood by peers or leaders who lack awareness of their needs or strengths.
Limited representation: Neurodivergent individuals may not see themselves represented in outdoor leadership or culture, making them feel less included or welcome.

Photo by Tyler Lastovich from Pexels.

Unpredictability

Many neurodivergent people are big planners. I know that I like to know every little bit of information about what I’ve signed up for. What will I be expected to do? What level of experience do I need? What do I need to bring? One of the best ways to support neurodivergent participants is to provide lots of information about the event before they sign up, and then again once they’ve confirmed their participation.

When I used to run women’s walking groups, I would include the following information in my signup page for my day walks: description of the walk, total distance, difficulty level, total ascent, walking time and how many breaks we planned to take, start and end points, and estimated walking time. I also made it clear that we would depart exactly on time unless I was notified that someone’s train was running late.

I also included instructions on what to bring: water bottles or water reservoir with at least 1.5 L of water, packed lunch + snacks, hot drink in a flask if you like, waterproof jacket + trousers, waterproof hiking shoes/boots that have been broken in, sunscreen & hat for sun/cold, backpack to carry all the above, appropriate clothing for the weather.

You can also help participants prepare for the event by indicating which is the best weather app for them to use in your area. If in the UK, you’ll know that the Met Office app is likely to be more accurate than the default Weather app that most people have on their phones, but someone who is new to outdoor adventures might not know that and they might prepare for the event based on inaccurate weather forecasting.

If you’re running a more complex event, with multiple types of activities, it’s a good idea to include information about what participants can expect to be doing the entire day. Include an hour-by-hour breakdown if there are multiple activities.

Having said that, outdoor activities often involve changes in plans, unexpected environmental conditions, or surprises that can be distressing for individuals who thrive on structure and predictability. It’s a good idea to remind participants that unexpected changes are a possibility. If you know that there are weather warnings for the day of your event, send out an email letting them know what might change and how it might change.

Anxiety in new environments

New or unfamiliar outdoor settings can cause heightened anxiety, especially for neurodivergent individuals who require a sense of safety and control in their surroundings. You will probably have a risk assessment plan in place for your event, but it might be worth letting people know some of the risks that are involved in participating in this type of event. If a neurodivergent person is new to this type of activity, they might not be aware of all the risks involved, and knowing this can help them make an informed decision about whether or not to participate.

As an outdoor leader, you can provide a sense of comfort and reduce stress in neurodivergent participants by establishing clear, predictable routines and boundaries. This can include providing lots of information, as I discussed in the previous section.

Neurodivergent people often like to know what’s expected of them. As an autistic person, I’m not always aware of the social rules or etiquette, especially in a new environment or situation. You might want to include little tips about basic outdoor etiquette as teaching points along the way. Not everyone knows to give way on a single track path to walkers going uphill.

What’s common sense for you might be news to a neurodivergent participant. This is such an important detail to me that I once wrote a blog post about it: Trail Etiquette: Being Kind and Considerate on Your Outdoor Adventures.

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Photo by Nikola Kojević from Pexels.

Sensory overload

The outdoors can be rich with sensory stimuli, such as loud noises, bright sunlight, fluctuating weather, and strong smells, which might overwhelm some individuals with sensory sensitivities. There are many types of sensory challenges that a neurodivergent person might experience. Let’s look at each of the five senses and explore some of the sensory challenges that might exist for each one.

Auditory challenges include loud noises such as wind, water, wildlife, or human activity like shouting or machinery (or clay pigeon shooting), sudden or unpredictable sounds like thunder or cracking branches, and continuous background noise like rustling leaves or traffic. Some participants might want to use ear defenders or earplugs; you’ll need to deem whether or not you feel this is safe. Some earplugs, such as Loops Engage, are designed to reduce, not block, ambient sound.
Visual challenges include bright sunlight or glare from reflective surfaces like water or snow. Rapidly changing light levels such as moving between sunny and shaded areas, visual clutter from dense vegetation, movement, or complex patterns in the environment, and flashing lights from torches or campfires can also be a challenge. Participants should be encouraged to bring sunglasses if this is a known challenge for them.
Tactile challenges include discomfort from clothing or shoes, such as tight gear or rough materials. They can also include uncomfortable sensations from touching unfamiliar or unpleasant textures like mud, wet surfaces, or insects. I have an autistic friend who always says “I like nature, as long as it doesn’t touch me!”. Other uncomfortable tactile experiences include the feeling of hot or cold temperatures on the skin, and physical discomfort from being wet, sweaty, or dirty. Bringing a sit pad can help when sitting down for breaks, and gloves can help with avoiding touching undesired textures.
Olfactory challenges include strong natural odors such as decomposing vegetation, animal smells, or pungent plants, artificial smells from campfires, bug sprays, or cooking, and sensitivity to unfamiliar or overpowering scents. If you’re organizing a camping trip, sensitive individuals might want to pitch their tent away from the main part of the camp.
Gustatory or taste challenges include unfamiliar tastes or textures from outdoor cooking or natural food sources and potential aversions to the taste of treated water or unfamiliar beverages. Participants should be encouraged to bring their preferred foods, snacks, and drinks, especially if they have known challenges in this area. Flavored electrolyte tablets can be used to mask the taste of treated water.

But that’s not all! There are other types of challenges that neurodivergent people may experience in the outdoors.

Proprioceptive challenges include difficulty navigating uneven terrain or steep slopes, challenges with balance when walking on unstable surfaces like sand, rocks, or mud, and strain from carrying heavy gear, backpacks, or equipment. I never go on a walk or hike without my trusty walking poles. I find it much, much easier to get around and keep my balance.

Vestibular challenges include discomfort from activities involving movement such as climbing, swinging, or wading, and sensitivity to sudden movements such as stumbling or jumping. This is due to vestibular difficulties, which are a disturbance in the body’s balance system. There’s not much you can do to mitigate this in these types of activities, but it’s important to know that this is something that some individuals might find challenging.

Interoceptive challenges include difficulty recognizing or managing physical needs like hunger, thirst, or fatigue, sensitivity to discomfort from being too hot, cold, or physically strained, and stress from experiencing nausea or other bodily sensations triggered by physical exertion. This is obviously a very important issue in the outdoors. Some participants might not be aware that the weather is slowly getting warmer or colder and how it’s affecting their bodies. Try to stay aware of changing temperatures and weather conditions and keep an eye out for participants who might not have adapted their clothing to these changes.

Temperature sensitivity includes discomfort from exposure to extreme heat, cold, or rapid temperature changes and sensitivity to wind chill or dampness from rain or humidity. Try to mitigate this by encouraging participants to bring clothing for all the various potential weather situations they might experience: heat, cold, sun, snow, mud, etc. Encourage them to bring layers of clothing they can put on or take off as the weather changes. This may be obvious to a seasoned outdoor adventurer, but it’s not common sense for people who are new to outdoor sports.

Multisensory overload occurs when there is a combination of several sensory inputs at once, such as bright sunlight, strong winds, and loud noises, which can be overwhelming when experienced simultaneously. Sometimes, sensitive people are aware of these challenges and can take steps to mitigate the stress that they cause, but other times, it’s too overwhelming, which might lead to a meltdown.

Photo by Markus Spiske from Pexels.

How to deal with meltdowns in the outdoors

An autistic meltdown is an intense response to overwhelming situations, often characterized by a loss of emotional control. It is not a tantrum or an attempt to manipulate; rather, it is an involuntary reaction to stress, sensory overload, or an inability to cope with a particular situation.

What does a meltdown look like? The individual may cry, scream, hit, or engage in other outward expressions of distress. Others might become silent or withdrawn, which is known as a “shutdown.” Meltdowns can include behaviors such as pacing, repetitive movements (stimming), covering ears or eyes, or physical outbursts. Some people may self-harm or lash out if they feel trapped or unable to escape the stressor.

After a meltdown, the individual may feel exhausted, disoriented, or embarrassed. They may need time and space to recover. It’s important to remember that a meltdown is not a choice: unlike a tantrum, which has a goal (e.g., wanting something), a meltdown is not intentional or goal-directed. It is an overwhelming emotional or physical response.

What can you do, as an outdoor guide, to help support an individual during a meltdown? In an ideal situation, you’ll want to stay calm to avoid escalating the situation. If possible, help the individual move to a safe space or reduce exposure to the triggering environment. After the meltdown is over, allow the person space or quiet time to decompress.

This is, of course, challenging when managing a group. If you’re running the event with someone else, you might want to help the neurodivergent person while your co-host or assistant supports the rest of the group.

If you know that a participant is prone to meltdowns, discuss strategies with them ahead of time to manage triggers effectively. You might also want to allow participants alone time to decompress during the activity. Perhaps remind people that they can eat their lunch in a quiet area away from the group.

Some neurodivergent individuals will know what their challenges are and they might already have a sensory kit to help them. I include ideas for a sensory kit for the outdoors in my blog post Hiking With Autism: How to Get Outdoors When You’re on the Autism Spectrum.

Photo by Josh Hild from Pexels.

Social challenges

Group-based activities might involve social interactions that may be difficult for people who experience social anxiety or find it challenging to interpret social cues. You can support neurodivergent participants with this challenge by keeping an eye on them and asking them if they need support in any way.

Some autistic people dislike and avoid small talk, so some neurodivergent participants may actively avoid conversation with the rest of the group. You might engage them in conversation to make them feel welcome, perhaps by asking them specific information about their interests or what experience they have in the outdoors.

Communication barriers

If the outdoor leader or other participants don’t use clear, direct communication, this can be problematic for individuals who need explicit instructions or struggle with abstract or ambiguous language. It’s often best to tell neurodivergent people what to do, rather than what not to do. Try to be very clear in your instructions, and ask participants if they understand.

Some neurodivergent people struggle to understand verbal instructions, so they might need you to repeat them. If you can model what you want participants to do, that’s often helpful.

Physical accessibility

While not all neurodivergent individuals have physical disabilities, some may experience challenges with motor coordination, spatial awareness, or stamina, making certain outdoor activities physically daunting. Again, walking poles may help with this if relevant to the outdoor activity you have planned.

Photo by Pixabay from Pexels.

Cognitive overwhelm

Complex instructions, multiple tasks, or unfamiliar environments can lead to cognitive fatigue or stress, especially for individuals with ADHD, dyslexia, or processing delays. This is a lot like the sensory overwhelm we discussed earlier, and it can also lead to meltdown or shutting down.

Try to keep an eye on participants and see if they seem to be struggling. Suggest specific things you can do to support them. If you simply ask “How can I help?” the individual might not have any idea what they need or what the options are for help. If you instead say, “Do you need me to repeat that again? Do you need me to show you how to do it again? Do you need me to hold your hand as you go across the bridge?” or whatever is relevant, that can often be more helpful.

Difficulty with transitions

Transitions between activities or environments, such as moving from a hike to a campsite, can be stressful. That’s one of the reasons why I suggested earlier to give participants a clear idea of all the types of activities that they’ll be doing throughout an event, so they know what to expect. You can also help support neurodivergent people by providing clear cues and preparation for each transition period.

Stigma and misunderstanding

Neurodivergent individuals might feel judged or misunderstood by peers or leaders who lack awareness of their needs or strengths. When I was growing up, I always hated physical education classes because I was terrible at everything. I didn’t know I was neurodivergent, and none of the teachers tried to help me get better. As an adult, I was always afraid to attend outdoor education events because I was afraid of being the slowest or the most cautious one in the group.

The best way to show support and understanding is to start by educating yourself (which you’re already doing by reading this blog post!) and updating your website, social media, and marketing materials to show that your organization supports neurodiversity and makes efforts to welcome and include neurodivergent participants on your events.

Photo by Pixabay from Pexels.

Limited representation

Similarly, neurodivergent individuals may not see themselves represented in outdoor leadership or culture, making them feel less included or welcome. Again, you might want to update your website, social media, and marketing materials to show that your organization is friendly and supportive to neurodivergent people.

If you already have neurodivergent students or participants in your events, ask them for testimonials you can use on your website. Ask them if they want to use their initials or a pseudonym so they can remain anonymous. They may be happy to share that your events are welcoming to neurodivergent participants, but they may not want to publicly announce their neurodivergent status.

You might want to write your own page or a blog post on the website where you share what you’ve learned about neurodiversity and how you plan to support neurodivergent people and help them feel welcome and included in your events. Neurodiversity is not something you can demonstrate with photos, so you’ll need to do it with words.

Recognizing neurodivergent strengths in the outdoors

I don’t want this to sound overly negative. While neurodivergent people may experience a variety of challenges when participating in outdoor activities, they often bring unique strengths and perspectives to outdoor environments. These abilities can make them exceptional participants and leaders in outdoor activities—when their needs are supported.

Neurodivergent people may have exceptional attention to detail, noticing subtle changes in the environment such as shifts in weather, animal tracks, or plant species, which can be valuable in activities like hiking, birdwatching, or ecological studies. They often excel in creative problem-solving, bringing unique approaches to challenges that lead to innovative solutions during outdoor adventures, such as building shelters, navigating tricky terrain, or troubleshooting equipment issues. Many neurodivergent individuals develop strong resilience and determination through challenges, which translates to exceptional endurance and commitment in outdoor settings.

They may have specialized interests and expertise, with an intense focus on topics like flora, fauna, geology, or astronomy, enriching group experiences with deeper insights and knowledge. Their sensitivity to the natural world and heightened sensory awareness can lead to a profound appreciation and understanding of the environment, inspiring others. They often possess strong focus and even hyperfocus, enabling them to concentrate deeply on tasks like navigating trails, observing wildlife, or mastering outdoor skills. Exceptional memory and pattern recognition can aid in navigation, identifying landmarks, or spotting wildlife and environmental changes.

Photo by Miriam Espacio from Pexels.

Other ways to support neurodivergent people in the outdoors

Here are some random thoughts about additional ways to support neurodivergent individuals in outdoor learning environments that didn’t quite fit into the previous sections.

If you provide materials for students to review or study before the main event, try to make them available in a variety of formats. Everyone has their preferred method of learning and absorbing information. If you can provide a written document or pdf, a video with captions, and an audio file, that should accommodate most neurodivergent preferences.

Try to be flexible with restrictive misconceptions around what’s considered “safe.” What feels safe for you as the instructor or what feels safe for the majority of your students might not feel safe for a neurodivergent participant.

If you can, help neurodivergent people understand their own needs and develop self-awareness. This probably is out of the scope of your mainstream events, but you might want to consider running smaller, more targeted outdoor events for neurodivergent participants to help them learn about themselves and their needs through the challenges of outdoor events.

Encourage neurodivergent participants to continue their education and learn essential skills they might need for outdoor adventures, such as first aid and navigation. These might be things you teach yourself, or you might have trusted outdoor educators you can direct them to. As I discuss in my blog post, Hiking With Autism: How to Get Outdoors When You’re on the Autism Spectrum, the more I learn and prepare, the safer I feel in the outdoors.

Ask participants so you can prepare

Considering that an estimated 15-19% of people are neurodivergent, you might want to send all participants a questionnaire or survey and ask them to fill it out if they’re neurodivergent. Ask them what accommodations they may need. I plan to work on a sample questionnaire that outdoor leaders can adapt to their organization, and that will be available soon.

Continuously improving your approach

The more you learn and the more you work with neurodivergent individuals, the more you can evolve and improve your approach to inclusivity in teaching. If you’ve made it through to the end of the article, then you’ve already learned a lot and you probably have a lot of food for thought. Think about how you can make your organization more inclusive based on the topics I’ve covered here.

Questions?

Please feel free to get in touch if you have any questions. I’m happy to help!

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