Creating Successful Outdoor Experiences for Autistic Children

By Jenna Garvey, M.Ed., BCBA, LABA 

Experiencing the outdoors can have a powerful effect on mood. On a stressful day, many of us instinctively step outside for fresh air or a quick walk and feel how restorative that simple reset can be. Children, including autistic children, can also benefit from connecting with nature. Below is information about the potential benefits of time outdoors, along with strategies to help make these experiences successful.

Regulation refers to a person’s ability to manage emotions, attention, and behavior, especially in challenging situations. Time outdoors can support regulation by offering a calming setting with less stimulation than some indoor environments. Consider how the nervous system may respond after an hour in a big-box store filled with constant visual input, fluorescent lights, loud sounds, and crowds, compared with an hour in a park surrounded by trees, plants, natural textures, birds tweeting, and a soft breeze. While some indoor environments can feel overstimulating and unpredictable, nature often offers a more soothing experience. This can be especially helpful for autistic individuals who may have heightened sensory sensitivities.

In addition to providing a calming setting, outdoor access provides opportunities to practice important skills, including flexibility. Some autistic children find it difficult to depart from routine and may prefer to stay indoors, especially if screen time or other highly preferred activities are available. Going outside, even briefly, can provide valuable opportunities to practice transitions and tolerate being away from preferred indoor items or activities. Caregivers can support success by providing reinforcement for these efforts, such as praise, access to preferred items, or enjoyable activities during or after time outdoors. Pairing outdoor experiences with positive outcomes can help increase willingness to participate over time. This is especially important to address early, as rigidity and strong adherence to routines can increase gradually. Building outdoor time into the day whenever possible can help children become more comfortable leaving the house and engaging in activities beyond screens. Outdoor activities might include running, climbing, playing on a play structure, or taking a walk with family. Exercise and physical movement support overall well-being and can also have a regulating effect on behavior.

Time outdoors can also support the generalization of skills. Some autistic learners demonstrate skills in one setting but have difficulty using those same skills in other environments without systematic practice across different settings and conditions. Nature can provide a calming, lower-demand environment in which those skills can be practiced and strengthened.

While even brief time outdoors can be beneficial, whether that means sitting in the yard or walking around the block, a little planning can go a long way in promoting a positive experience for everyone, especially if you venture farther from home. Start by considering your child’s unique support needs. If your child elopes, meaning they leave a caregiver’s side without permission and may not understand the associated safety risks, outdoor access should occur in a fenced area with secure exits whenever possible. If your child does well with adults but struggles around same-aged peers, think carefully about settings such as playgrounds. A trip may be more successful at a less busy time and with close adult support in place while social skills are still developing. Similarly, if your child has not yet learned to swim, use extra caution when planning water-based activities and only do so with appropriate safety supports in place.

It is also helpful to think ahead about sensory needs. If you’re planning a picnic, for example, consider whether your child will be comfortable sitting on a blanket or whether a camping chair would work better. Think about whether a sunshade or umbrella is available for relief from the sun. If your child dislikes sand on bare feet, plan footwear accordingly. Loud outdoor noises may be easier to manage with noise-canceling headphones.

Many children benefit from knowing what to expect, using whatever communication method works best for them. This might include previewing the location before leaving, using a timer to show how long the outing will last or how long a specific activity will continue, and offering gentle prompts to support appropriate play or participation. If spending time outdoors is new or less preferred, it is important not to ask too much at once. If the goal is success, plan an outing that truly sets your child up for it.

If your child rarely spends time outside, the first outing might be brief and take place in a familiar location. This first outing may not be the best time to introduce new peers, try a brand-new sport, and push through unpleasant weather all at once. When a child experiences success, they are more likely to be willing to go out again in the future. Strategically reinforcing these successful experiences can further strengthen a child’s motivation to engage in future outings and gradually build tolerance for new challenges over time.

When approached with intention, time outdoors can serve as a positive context for supporting regulation and skill development. By setting realistic expectations, planning for individual needs, and reinforcing success, caregivers can help children develop flexibility, confidence, and willingness to engage with the world around them.

Jenna Garvey, M.Ed., BCBA, LABA, is Executive Director at May School | West Springfield. She can be contacted at jgarvey@mayinstitute.org.

May Institute is a national leader in applied behavior analysis and evidence-based interdisciplinary care for autistic individuals and those with developmental disabilities, brain injury, and neurobehavioral disorders. Founded over 70 years ago as a nonprofit organization, we provide exceptional educational, clinical, and habilitative services across the lifespan. For more information, call 800.778.7601 or visit www.mayinstitute.org.