Shoveling the Ramp: Exploring the Connections Between Nature-Based Learning and Attention Deficit/Hyperactivity Disorder
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Authors
Cinquemani, Aaron
Date
2023-08
Type
Thesis
Language
en
Keywords
Alternative Title
Abstract
AN ABSTRACT OF THE DISSERTATION OF
Aaron J.T. Cinquemani for the degree of Doctor of Education
Presented on April 26, 2023
Title: Shoveling the Ramp: Exploring the Connections Between Nature-Based
Learning and Attention Deficit/Hyperactivity Disorder
Abstract approved:
____________________________________ April 30, 2023
Roxana Wright, Ph.D.
Dissertation Committee Chair
This research study used qualitative descriptive (QD) research methods to explore the
perceptions, perspectives, and experiences of four educators who had access to nature-
based learning (NBL) opportunities, and who taught students with attention
deficit/hyperactivity disorder (ADHD). Methods consisted of the anonymous
collection of volunteer participant answers to a questionnaire. Additionally,
participants had the option to anonymously answer emergent questions as they arose
from coding cycles. This study showed that educators perceive students with ADHD,
and all students that struggle in school academically, and/or behaviorally, and have
exposure to NBL tended to be more successful. This study also showed that educator
participants need access to NBL pedagogy, and ADHD pedagogy professional
development to more intentionally expose students to the behavioral and academic
benefits NBL opportunities provide. The central findings of this study suggest teacher
preparation programs, state departments of educations, local school districts, and
school administrators should learn more about and acknowledge the restorative
characteristics of NBL for at-risk students, and all students. To achieve this, education
institutions should invest in quality professional development, and/or coursework
specifically on attention restoration theory (ART). By intentionally integrating NBL
and ADHD pedagogy into teaching practices and school programming through a
strong understanding of ART, educators can help an increasing number of at-risk
American student’s better access school. More equitable and inclusive access to
school can increase attendance rates and decrease behavioral and/or academic
challenges for students with ADHD.