New Guidance From OEAP - Inclusive Trips for Autistic Students

The Outdoor Education Advisers’ Panel (OEAP) has released updated guidance to help schools make educational visits accessible and inclusive for autistic children and young people. The guidance provides practical advice on everything from sensory management to transport arrangements and collaboration with venue providers.

“Autistic learners have the same entitlement to these opportunities as their peers,” the OEAP states. With careful planning and appropriate adjustments, the guidance notes, “almost all activities and visits can be made inclusive and successful.”

Supporting Teachers and EVCs

The new document, 4.4r Participants with Autism, offers detailed recommendations for teachers and Educational Visits Coordinators (EVCs) on planning and managing visits that meet the needs of autistic participants. Its aim is to help leaders exercise professional judgment to enable safe, meaningful, and inclusive experiences.

The guidance highlights challenges that autistic pupils may face, including:

• Sensory stimuli such as noise, lighting, smells, or crowded spaces;

• Social complexity and interactions with unfamiliar people; and

• Anxiety related to transitions, transport, or timing.

However, the OEAP emphasizes that with environmental adaptations and appropriate support, these same experiences can foster confidence, independence, and real-world skills. Teachers are encouraged to consider additional adult support during the planning stage to ensure participants are safe and supported.

Preparing Students For Visits

The OEAP underlines the importance of giving autistic learners time to understand what will happen during a trip. Suggested strategies include:

• Creating visual stories or “what to expect” guides using photos of the venue, staff, transport, and key locations; and

• Providing a clear timeline of the day.

Richard Painter, chair of the OEAP’s National Guidance Group, said: “We want every child and young person to have the opportunity to attend educational visits. Learning can be so much richer outside the classroom, and this guidance helps leaders ensure every child can benefit.”

Managing Sensory Needs

Managing sensory factors is key to preventing distress and helping pupils remain regulated. The OEAP recommends:

• Identifying quiet areas for self-regulation or recovery;

• Planning for the possibility of temporary exits from the venue; and

• Encouraging familiar sensory supports such as ear defenders, fidget tools, or comfort items.

Supervision and Staffing

Schools should plan any additional adult support early, and brief staff on how to respond if a child becomes overwhelmed, non-verbal, or needs to leave an area suddenly.

Working With Providers

Good communication with venues ensures autistic pupils are welcomed and supported. Actions schools may take include:

• Asking staff if they have autism awareness training;

• Clarifying support needs and required adjustments; and

• Requesting visual guides or sensory maps of the venue.

Transport considerations

Travel is often one of the most challenging aspects for autistic pupils. The OEAP guidance suggests:

• Providing seating arrangements that reduce anxiety, such as window seats or seating away from noise;

• Planning smooth transitions when boarding or disembarking and

• Allowing access to snacks, drinks, or sensory items that help pupils stay regulated.

School Perspectives

Glynis Pattison, school visits coordinator at Conyers School, Stockton-on-Tees, said: “The OEAP guidance for taking students with autism on school trips is excellent. We work closely with our SEND team to understand each student’s needs, and communicate clearly with students and parents so everyone knows what to expect. I recommend this guidance to ensure all students are supported and get the best experience possible.”

Post-visit Reflection

The OEAP highlights the importance of gathering feedback after visits. This can include:

• Informal reflections from staff and parents.

• Notes on what worked well and areas for improvement.

• Identifying venue adjustments that were particularly helpful.

“Sharing positive outcomes with families builds trust and strengthens home-school collaboration,” the guidance states. “Providing feedback to venues can support the development of their accessibility offer.”

The full guidance is available at www.oeapng.info.