Linking Attention and Collaboration: How Stakeholder Perceptions Reflect the Benefits of Nature-Based Learning for Students with ADHD

International Journal of Humanities and Social Science

© 2025 by SSRG - IJHSS Journal

Volume 12 Issue 6

Year of Publication : 2025

Authors : Vir Pulikkottil

10.14445/23942703/IJHSS-V12I6P103

How to Cite?

Vir Pulikkottil, "Linking Attention and Collaboration: How Stakeholder Perceptions Reflect the Benefits of Nature-Based Learning for Students with ADHD," SSRG International Journal of Humanities and Social Science, vol. 12,  no. 6, pp. 23-33, 2025. Crossref, https://doi.org/10.14445/23942703/IJHSS-V12I6P103

Abstract:

The present research studies the impact of Nature-Based Learning (NBL) on attention and collaborative play in students with Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD), based on reports by parents and teachers. In order to determine whether NBL serves as a worthy educational framework to improve attention and social interaction in school children with ADHD/ADD, a mixed-methods study was conducted wherein 79 respondents (both parents and teachers) filled out an online survey. An independent-samples t-test, along with one-way ANOVA, correlation, and multiple linear regression, was employed to examine gender disparities, stakeholder influences, and the predictive relationships among variables in the quantitative data. For the open-ended questions in the survey, thematic analysis was utilised to analyse the responses. This method revealed notable conceptual patterns in participants’ understanding of NBL. The results showed that men and women were very different when it came to knowing about ADHD. Women comprehended the disorder more effectively than men (p = .04). There were no significant effects of gender or stakeholders on attention or cooperative play. Collaborative play, conversely, emerged as a significant predictor of ADHD awareness (β = .47, p = .002), representing 25% of the variance in awareness scores. Correlational findings revealed robust positive correlations among awareness, attention, and collaboration, suggesting that perceptions of cooperative social behavior in outdoor environments are associated with an enhanced comprehension of ADHD. These results indicate that NBL not only enhances attentional engagement but also promotes social development. Incorporating structured outdoor learning into educational environments may improve inclusivity and self regulation for students experiencing attention difficulties.

Keywords:

ADHD, attention, Collaborative play, Nature-Based Learning, Outdoor education, Teacher and parent perceptions.

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