Bridging Worlds: Blending organic & co-created digital environments to support neurodivergent young people in mainstream education
Hayes, Tracy and Hart, Adam (2026) Bridging Worlds: Blending organic & co-created digital environments to support neurodivergent young people in mainstream education. [Report]
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Abstract
Bridging Worlds explored how blended outdoor and digital environments can support neurodivergent young people at risk of exclusion or disengagement in mainstream education. Delivered in partnership with Plymouth City Council’s Poole Farm and Youth Service, the project combined conservation activities in a real world setting with creative engagement in a custom built Minecraft world. Guided by the National Youth Work Curriculum and Digital Youth Work Standards, the approach was grounded in neuroaffirmative principles, valuing lived experience and positioning young people as active contributors. Thirty neurodivergent young people aged 13–15 participated in six weekly half-day sessions across two school terms. Activities were iterative and participant driven, supported by youth workers, conservation staff, neurodivergent researchers, teachers and volunteers. Data were generated through observation, reflective discussions, creative digital artefacts and informal interviews, and analysed using qualitative methods. Key findings highlight the importance of inclusive, relational and flexible learning environments and the benefits of using a youth work approach. Five themes emerged: • Social and relational approaches: Shared meals and collaborative activities fostered trust, belonging and friendship, contrasting with isolation often experienced in school. • Energy and focus: Participants articulated challenges with classroom norms requiring stillness and silence. Outdoor and digital activities enabled movement, sensory engagement and active learning. • Space and wellbeing: Access to indoor and outdoor spaces provided autonomy, emotional safety and opportunities for mindfulness. • Discovering and building: Exploratory activities led to moments of pride and achievement, from finding new beaver dams to creating custom Minecraft resources. Movement between organic and digital worlds sparked creativity and confidence. • Impact in school and community: The project demonstrated positive impacts beyond the sessions. School staff observed improved behaviour and engagement, while young people reported feeling more confident and connected. These outcomes suggest that blending outdoor and digital spaces can act as a catalyst for inclusion and wellbeing. Policy and practice implications include: • adopting the neurodiversity paradigm in education policy, shifting from deficit-based to strengths-based approaches • expanding non-formal learning spaces and legitimising creative digital platforms as tools for learning and advocacy • investing in professional development for inclusive, participatory practice and cross-sector collaboration. While the study’s small, localised sample and short timeframe limit generalisability, findings offer valuable insights for educators, youth workers and policymakers. Future work will focus on resource development, practitioner training and exploring longterm impacts. Dissemination is under way through podcasts, blogs, conferences and publications to ensure these insights inform inclusive education and youth work practice.
| Item Type: | Report |
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| Depositing User: | Ms Raisa Burton |
| Date Deposited: | 15 Sep 2026 09:17 |
| Last Modified: | 15 Sep 2026 09:17 |
| URI: | https://marjon.repository.guildhe.ac.uk/id/eprint/18136 |
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