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Contribution short abstract

This poster examines how the environmental injustice faced by non-speaking neurodivergent young people cna be addressed, highlighting sensory-regulatory benefits, communication access, and wellbeing gains. We argue for recognising outdoor spaces are essential components of SEND provision.

Contribution long abstract

Non-speaking neurodivergent young people often face substantial barriers to environmental justice and equitable participation in educational and social environments, particularly when these spaces are communication-restrictive, or inflexibly structured. This poster examines how this environmental injustice can be addressed through “outdoor relief” when communication tools are adapted to the environment. Drawing on interdisciplinary literature and emerging empirical findings, we argue that outdoor spaces and activities such as climbing offer a unique combination of sensory regulation, embodied communication possibilities, autonomy, and reduced social-communicative pressure that are especially valuable for non-speaking young people. We consider how natural and structured outdoor settings, including climbing, enable alternative modes of expression, including multimodal communication, AAC use, and movement-based interaction. We also explore the regulatory functions of nature-rich spaces, including opportunities for sensory seeking, sensory withdrawal, and self-paced engagement. These environmental features can reduce distress, enhance emotional safety, and support meaningful participation. The poster situates itself within broader critiques of environmental injustice and deficit-oriented approaches to disability, proposing “Special Environmental Needs and Differences” as a lens that foregrounds ecological fit rather than individual impairment. We highlight the implications of this framing for policy, practice, and inclusive design, emphasising the importance of recognising outdoor access as a core component of provision for non-speaking neurodivergent young people. Overall, we argue that outdoor environments are not an optional enrichment but an essential, evidence-informed element of equitable, responsible, and supportive practice.