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Camping/Hiking

Hiking and camping offer children valuable opportunities to explore the natural environment, develop physical fitness, and build social and emotional skills through immersive outdoor experiences. For children with autism spectrum disorder (ASD), these activities can provide unique therapeutic and developmental benefits when appropriately supported. ¹

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Benefits

For children in general

  • Hiking and camping promote cardiovascular endurance, muscle strength, coordination, and flexibility. 2
  • Spending time in nature has been linked to lower stress hormones, improved mood, and better emotional regulation. 2
  • Navigating trails, setting up camps, and adapting to changing outdoor conditions foster critical thinking and resilience.3
  • Group hikes and shared camping responsibilities encourage cooperation, communication, and empathy among peers. 2
  • Repeated exposure to natural settings can fosters greater appreciation for the environment and biodiversity. 2

Specific benefits for autistic kids

  • Structured outdoor adventure programs have been shown to facilitate peer communication and collaboration in children with ASD. 1
  • Hiking and camping can provide calming sensory input, helping children regulate emotions more effectively.4
  • Hiking and camping motivate participation in physical activity, even among children who are typically less active.5
  • Outdoor tasks allow children with autism practice of life skills (e.g., self-care, safety awareness) in varied, real-world contexts.6
  • Successfully completing hikes or setting up camp among children with autism fosters self-efficacy and autonomy. 1

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Risks

For all kids

  • Risks include sprains, strains, blisters, and overuse injuries, especially when carrying heavy backpacks.7
  • Exposure to extreme weather, insects, and wildlife may cause harm if not properly managed.3
  • Children may underestimate hydration needs during prolonged activity. 3
  • Getting lost or straying from marked trails can pose significant safety risks.     3
  • Long or steep hikes may exceed a child’s endurance, increasing fatigue and injury risk.7

Specific risks for autistic kids

  • Unexpected sounds, textures, or smells in nature may trigger sensory overload for children with autism during hiking or outdoor related activities.4
  • Children with autism may struggle with hazard awareness, increasing injury or accident risk.6
  • Moving between activities (e.g., hiking to resting, setting up camp) may be stressful without preparation.5
  • Some autistic children may be prone to elopement behaviors, which is particularly dangerous in wilderness settings.4

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Strategies for Safe Outdoor Play

  • Plan the route, check trail conditions, and leave a trip plan with someone reliable.8
  • Pack safety supplies such as a first aid kit, sunscreen, insect repellent, and adequate food and water.9
  • Wear appropriate footwear and bright, visible clothing.9
  • Stay on marked trails and establish safety rules in advance.9
  • Maintain close adult supervision at all times.9

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    Specific strategies for autistic kids and their families
    • Use images or narratives to prepare children for the sequence of hiking and camping activities.6
    • Provide noise-cancelling headphones, comfort items, or sunglasses to reduce sensory distress.4
    • Build rest stops into the itinerary to manage sensory and physical fatigue.5
    • Use concise verbal instructions or visual cues to guide tasks and maintain structure. 1
    • Give each child simple, manageable responsibilities (e.g., carrying snacks, checking water bottles) to increase engagement and self-confidence. 1
    • Discuss and practice safety drills, ensuring children know where to go and who to contact if separated from the group. 1
    • Use visual schedules or social stories to preview the activity and reduce anxiety. 10, 11, 12
    • Provide predictable routines, such as regular breaks and consistent snack times.10
    • Bring fidget toys or sensory tools to help with self-regulation during transitions.13
    • Use positive reinforcement (e.g., praise, tokens, small rewards) to encourage participation.11
    • Encourage independence while providing necessary support - this may include one-on-one support if needed.14
    • Use clear and simple language when giving instructions to ensure the child understands and is able to follow safety instructions.14
    Practical Considerations

    Shoes and Clothing for Children with ASD

    • Use soft, seamless socks to reduce irritation.
    • Choose shoes with a wide toe area, good ankle support, flexible soles, and easy fasteners.
    • Look for light, breathable and quick drying fabrics
    • Avoid seams, tags, or rough textures.
    • Choose adjustable clothing (e.g., Velcro closures).
    • Use layered clothing for temperature regulation.
    • Discuss preferences and sensitivities with the child or caregiver.

    Food Considerations

    • Identify food allergies or dietary restrictions.
    • Take into account preferred textures and flavors.
    • Maintain a structured meal schedule.
    • Offer comfort foods and involve children in meal prep if they are willing.
    • Create calm eating environments and promote inclusion.14

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    Additional Resources

    Nature for All – Canada:

    Nature for All is a global movement that promotes inclusive access to nature. The Canadian chapter advocates for equitable outdoor opportunities and highlights the physical, mental, and social health benefits of spending time in nature, particularly for underserved populations. For more information visit

    https://natureforall.global/
    Canucks Autism Network – Outdoor Recreation:


    In addition to their swim programs, the Canucks Autism Network (CAN) offers a variety of inclusive community and outdoor recreation programs. These activities are specifically designed for children and youth on the autism spectrum, focusing on participation, social interaction, and enjoyment in outdoor environments. For more information visit https://canucksautism.ca/

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    https://canucksautism.ca/
    BC Parks –Accessibility and Inclusion:

    BC Parks provides detailed information on accessible trails and inclusive outdoor recreation opportunities across British Columbia. Their resources help individuals and families locate and enjoy nature in ways that accommodate diverse mobility and sensory needs. For more information visit https://accessibility.bcparks.ca/

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    https://accessibility.bcparks.ca/

    References

    1. Zachor, D. A., Vardi, S.,Baron‐Eitan, S., Brodai‐Meir, I., Ginossar, N., & Ben‐Itzchak, E. (2017).The effectiveness of an outdoor adventure programme for young children withautism spectrum disorder: A controlled study. Developmental Medicine &Child Neurology, 59(5), 550–556. https://doi.org/10.1111/dmcn.13337
    2. Gill, T. (2014). The benefits of children's engagement with nature: A systematic literature review. Children, Youth and Environments, 24(2), 10–34.
    3.  Kortenkamp, K. V., Moore, C. F.,Sheridan, D. P., & Ahrens, E. S. (2017). No hiking beyond this point! Hiking risk prevention recommendations in peer-reviewed literature. Journal of Outdoor Recreation and Tourism, 20, 67–76. https://doi.org/10.1016/j.jort.2017.10.002
    4. Li, D., Larsen, L., Yang, Y., Wang,L., Zhai, Y., & Sullivan, W. C. (2019). Exposure to nature for children with autism spectrum disorder: Benefits, caveats, and barriers. Health &Place, 55, 71–79. https://doi.org/10.1016/j.healthplace.2018.11.005
    5. Galbraith,C., & Lancaster, J. (2020). Children with autism in wild nature: Exploring Australian parent perceptions using photovoice. Journal of Outdoor and Environmental Education, 23(3), 293–307. https://doi.org/10.1007/s42322-020-00064-5
    6. Blakesley, D., Rickinson, M., & Dillon, J.(2013). Engaging children on the autistic spectrum with the natural environment: Teacher insight study and evidence review. Natural England. http://publications.naturalengland.org.uk/publication/11085017
    7. Hamonko, M. T., McIntosh, S. E., Schimelpfenig,T., & Leemon, D. (2011). Injuries related to hiking with a pack during National Outdoor Leadership School courses: A risk factor analysis. Wilderness &Environmental Medicine, 22(1), 2–6. https://doi.org/10.1016/j.wem.2010.09.010
    8. Jones,K., & Kiyooka, S. (2005). Hiking adventures with children: Southern Vancouver Island and the Olympic Peninsula. Heritage House.
    9. James,L., Shing, J., Mortenson, W. Ben, Mattie, J., & Borisoff, J. (2018).Experiences with and perceptions of an adaptive hiking program. Disability and Rehabilitation, 40(13), 1584–1590. https://doi.org/10.1080/09638288.2017.1302006
    10. Akers,J. S., Higbee, T. S., Pollard, J. S., Pellegrino, A. J., & Gerencser, K. R.(2016). An evaluation of photographic activity schedules to increase independent playground skills in young children with autism. Journal of Applied Behavior Analysis, 49(4), 954–959. https://doi.org/10.1002/jaba.327
    11. Becerra,L. A., Higbee, T. S., Vieira, M. C., Pellegrino, A. J., & Hobson, K.(2021). The effect of photographic activity schedules on moderate-to-vigorous physical activity in children with autism spectrum disorder. Journal of Applied Behavior Analysis, 54(2), 744–759. https://doi.org/10.1002/jaba.796
    12. Bryan, L. C., & Gast, D. L. (2000). Teachingon-task and on-schedule behaviors to high functioning children with autism via picture activity schedules. Journal of Autism and Developmental Disorders,30(6), 553–567. https://doi.org/10.1023/A:100568731 034
    13. Nicols,C., Block, M. E., Bishop, J. C., & McIntire, B. (2019). Physical activity for young adults with ASD: Barriers and solutions for caregivers. Palaestra,33(1), 52–57.
    14. Jovanova,N. C., & Canevska, O. R. (2023). The importance of hiking and the role of the hiking guide in supporting people with autism. Annual of the Faculty of Philosophy in Skopje, 76(1), 733-744.

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