Supporting SEND through therapeutic gardening in schools

At the centre of these reforms is a principle we strongly support ‘every child with SEND deserves high expectations, a strengths-based approach, and earlier, evidence-based support’.

Surrounding that vision are some notable commitments around nature and outdoor learning. Schools are expected to offer a core enrichment programme that includes time outdoors and gardening.

In the current context, we know that when children’s SEND needs aren’t met early, it can limit their progress and undermine their wellbeing, with longlasting consequences for both learning and health.

As such, these are encouraging signals and echo what many of us know and have been championing for years; when children get timely, needs‑led support, gardens and green spaces can help build wellbeing, life skills, academic resilience and social connection.

Where STH aligns with the direction of travel

These reforms aim to strengthen early support, build capacity in mainstream settings and make help available before families reach crisis. Both as a parent, and as an advocate for therapeutic gardening, I see this as a welcome shift, despite the reality that the funding needs to work hard against historic under investment, and rising levels of need.

For many children with SEND, sensory overload, difficulties with regulation and challenges with sustained attention can make classrooms hard to navigate. Social and Therapeutic Horticulture (STH) offers an alternative space, calm, structured and natural, where children can explore their senses safely and without pressure.

Sensory integration theory shows how predictable tactile and movement-based activities can support regulation and confidence, while attention restoration research highlights the benefits of natural environments for focus and cognitive recovery.

In many ways, STH embodies the principles the white paper emphasises, broader experiences, calmer environments, adaptive support and a stronger connection to the natural world. It’s encouraging to see gardening and outdoor learning formally recognised in enrichment expectations, reflecting a shift many have been calling for.

What have we learned from our work in schools?

Our work on the Superbloom Communities Project highlighted how powerful nature-based experiences can be for children. Teachers saw children who struggled indoors find attention, pride and connection outside. For pupils who found transitions difficult or who were anxious in busy classrooms, the garden became a space where they could succeed on their own terms.

Reporting about the project, a Deputy Headteacher at a secondary SEND (SEMH) High School told us that "gardening has been invaluable for our current and prospective students. It has helped them rebuild resilience, perseverance, and focus. The sensory experiences and practical activities have significantly improved their mental and physical wellbeing, as well as their social and emotional skills." 

These learnings matter. They show what can happen when children have access to experiences that help them regulate, restore their focus and nurture their sense of self.

What this means for schools now and how pupils could benefit from STH

As schools prepare for the shifts outlined in the reforms, STH can help by offering:

• Gentle, predictable sensory experiences to support regulation.
• Opportunities for attention restoration that feed back into classroom learning.
• Access to specialist practitioners whose work aligns with the Experts at Hand model.

And importantly, introducing STH will help schools meet the new expectations around nature, outdoor activity and gardening in a way that is meaningful for the children who need it most.

We can help bring STH into schools

As these reforms unfold, we’re here to help schools looking for approaches that turn these policy aspirations into day‑to‑day support, and life-long impact. If you’re considering how therapeutic gardening could strengthen your SEND offer while aligning with the white paper’s direction, we can help.

Get in touch to discuss bespoke training for your school, or join our next course on Using STH in mainstream and special schools for children and young people with SEND.

We can support you as you navigate these important reforms.