At Hudlow Elementary School, we recently invited teachers to step outside for a campus-wide outdoor learning scavenger hunt. It was simple. It was playful. And it was powerful, because the goal was to support students with ADHD.
–by Dr. Tim Grivois, Executive Director
Educators explored the school grounds not just to get fresh air, but to discover where and how learning can happen beyond the classroom walls. And the results? A collage of joyful, slightly silly, deeply intentional moments. Teachers climbed playground structures, sprawled out on shaded sidewalks, documented possibilities with clipboards in hand, and—yes—posed for photos that radiate laughter and community.
What may look like just a fun break was actually rooted in something much deeper: outdoor learning for students with ADHD and anxiety, and for the benefit of every learner.
Why Movement Supports Executive Function and Support Students with ADHD
Physical activity and time outdoors are critical supports for students with ADHD. Movement isn’t just a nice break—it’s often a neurological need. Research consistently shows that physical activity improves focus, impulse control, and working memory in students with ADHD (Pontifex et al., 2013; Gapin & Etnier, 2010). The chance to move, stretch, and engage with space helps regulate the brain and body, setting students up for stronger engagement when they return to seated learning.
Outdoor Environments and Emotional Regulation
Outdoor learning can also offer a calming, regulating effect for students with anxiety. Exposure to nature—even brief periods—can lower cortisol levels and improve mood (Bratman et al., 2015). Learning outside, especially when paired with low-stakes tasks like observation, journaling, or discussion, can reduce anxiety by removing environmental triggers and offering more flexibility.
How Nature-Based Learning Engages the Whole Class
What’s powerful about outdoor learning for students with ADHD and anxiety is that while it supports those with specific needs, it also improves engagement for all students. Outdoor classrooms, movement-based lessons, and time in nature all align with Universal Design for Learning, offering multiple pathways to access content, demonstrate understanding, and maintain attention.
When teachers normalize learning outdoors, they help all students discover that different environments can support different kinds of thinking—and that flexibility is part of good teaching.
Connection, Joy, and Community Matter Too
And let’s not overlook what the photos also show: joy. The scavenger hunt wasn’t just a professional development task—it was a moment of play, creativity, and connection. Teachers worked in pairs and small groups, shared laughs, and rediscovered what it means to be curious.
In schools where adult relationships are strong, students benefit, and we are better able to support students with ADHD. Activities like this one help create the kind of staff culture that sustains teachers and uplifts the entire school community.
A Simple Step Toward Inclusive Practice
Outdoor learning doesn’t require a major overhaul. Sometimes all it takes is a fresh perspective, a clipboard, and permission to try something different. When we support students with ADHD and anxiety, engage full classrooms, and reenergize the educators who make school work, something as small as a scavenger hunt can lead to something much bigger.
Looking for more ways to build inclusive, engaging spaces for students? Explore our PBIS resources for schools designed to work for the whole school community.
References:
- Bratman, G. N., Hamilton, J. P., Hahn, K. S., Daily, G. C., & Gross, J. J. (2015). Nature experience reduces rumination and subgenual prefrontal cortex activation. Proceedings of the National Academy of Sciences, 112(28), 8567–8572.
- CAST. (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org
- Gapin, J. I., & Etnier, J. L. (2010). The relationship between physical activity and executive function performance in children with attention-deficit hyperactivity disorder. Journal of Sport & Exercise Psychology, 32(6), 753–763.
- Pontifex, M. B., Saliba, B. J., Raine, L. B., Picchietti, D. L., & Hillman, C. H. (2013). Exercise improves behavioral, neurocognitive, and scholastic performance in children with attention-deficit/hyperactivity disorder.The Journal of Pediatrics, 162(3), 543–551.