From Burnout to Breakthrough: How Outdoor Learning Transformed 'A’s Life

Background

Child ‘A’ is an 11-year-old with a love for animals, wildlife, makeup, slime, and photography. Quiet until you get to know her, she is naturally curious and loves to ask questions. Before joining Wild Embers in January 2024, ‘A’ was experiencing severe autistic burnout. She had stopped attending school, was unable to wear clothes due to sensory overwhelm, and spent her days lying on the floor or the sofa, withdrawn and struggling with very dark thoughts. Her self-esteem was at its lowest point, and her mental health was a major concern.

Mainstream education was not working for ‘A’. She had not attended her primary school for three months, only managing occasional outdoor lessons. Social misunderstandings, a fear of being told off, and overwhelming sensory challenges meant the classroom was no longer accessible. At home, her family were doing their best, including weekly visits to a child psychologist, but progress was minimal.

Wild Embers’ SEND Intervention

‘A’ was referred to Wild Embers by her school SENCO in an effort to encourage her out of the house. She joined the Transitional Support Programme (TSP), an outdoor alternative provision, designed for children whose needs are not being met in mainstream school.

Wild Embers’ team tailored each session around ‘A’s’ sensory needs and emotional state.

On days where she was tired or anxious, the structure was adapted to allow more rest, one-to-one time, or gentler activities. She was supported by calm, kind staff she could trust, especially Mel, the TSP Lead.

The turning point came a few months in, when ‘A’ was suddenly excited to attend a session. For her family, this moment symbolised a breakthrough in rebuilding trust, confidence, and joy in learning.

Outcomes and Impact

The change in ‘A’ has been described by her family as “life-changing.”

• Emotional wellbeing: ‘A’ is now more confident, happier, and able to communicate openly with her family, friends, and trusted adults.

• Social engagement: She is playing with friends again, interacting with adults, and is no longer isolated.

• Skills development: She has learned outdoor skills such as fire-making and cooking, but more importantly, the ability to regulate her emotions and advocate for her own needs.

• Education pathway: Having regained stability, ‘A’ has successfully transitioned into a new outdoor alternative provision for her secondary learning years.. Her family believe this would not have been possible without Wild Embers’ support.

Her parent summarised:

“Without Wild Embers, ‘A’ would still be sitting on the sofa, unable to leave the house. Wild Embers saved our child. Without Wild Embers ‘A’ would not be the child she is today and is now able to communicate and play with her friends and learn.”

Why Outdoor Alternative Provision Matters

‘A’s story sits within a much bigger national picture.

Over 1.6 million children and young people in England have an identified special

educational need (SEN), representing 18.4% of pupils in England -  the highest proportion on record according to the Department for Education. Of these, 4.8% have an EHCP, but delays and oversubscription mean many children’s needs are unmet. Source: GOV.UK Assets+1

According to the Children’s Commissioner - Alternative provision (AP) is growing fast, with over 24,000 pupils in unregistered AP settings in 2024 - more than half with EHCPs. Source: Children's Commissioner+1

The NAO describes the system as “financially unsustainable and local authorities facing deficits” in their "Support for children and young people with special educational needs” report. (Source:  National Audit Office (NAO)+1) resulting in headteachers saying they don’t have enough resources for SEND pupils, and that specialist provisions are oversubscribed.

Against this backdrop, Wild Embers shows what is possible when children are offered the right environment. Outdoor learning builds trust, confidence, and resilience in ways traditional classrooms often cannot. It provides a bridge back into education and, crucially, hope for children and families who feel the system has failed them.

Looking Forward

For ‘A’, the future is brighter. She is thriving in her new setting, re-engaged with learning, and equipped with skills to support her wellbeing. For her family, the relief is profound:

“We would and could not have survived without Wild Embers.”

‘A’s journey highlights the urgent need to invest in alternative, nature-based provision for SEND children. With demand for AP rising and mainstream schools under strain, models like Wild Embers offer a vital, life-changing solution.