Abstract
Despite the documented benefits of nature-based learning (NBL), research around the use of NBL with autistic children from a strengths-based perspective remains sparse. To understand how practitioners perceive the experience of engaging in NBL with autistic children, we interviewed 14 practitioners from the United States, United Kingdom, and Canada. Using reflexive thematic analysis and framed through the neurodiversity paradigm, we developed three themes: ecology of affordances, practitioners undertake complex roles, and trust as a foundational building block. These themes emphasize the active role practitioners play in affirming and supporting autistic children in their NBL and play. Our analysis also acknowledges the challenges experienced by both practitioners and learners, suggesting that NBL will not be the right fit for all autistic children.
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