Regulation is not about making children sit still. New to this area of teaching. Start with the Beginner’s Guide to Learning Outdoors with SEND
For many SEND learners, regulation may involve:
moving
pushing
pulling
jumping
carrying
swinging
squeezing
having space
having quiet
being outdoors
The outdoors can give children something that indoor spaces often cannot: more room to move, more sensory variety and more opportunities to regulate in ways that feel natural to their bodies.
At The Muddy Puddle Teacher®, we always start with the individual child.
What regulates one child may overwhelm another.
So use these ideas as a starting point, then observe, adapt and follow the child.
30 Outdoor Regulation Activities for SEND Children
1. Heavy Bucket Carrying
Fill small buckets with safe natural materials such as stones, leaves or water.
Let children carry them from one area to another.
This can provide useful heavy-work input for children who seek resistance through their muscles and joints.
2. Push the Tyre
Use a suitable tyre and encourage the child to push or roll it across a safe surface.
This gives strong proprioceptive input and can be a useful regulation activity for children who need big body movement.
3. Rope Pull
Use a thick rope for gentle pulling activities.
Children can pull:
a bucket
a lightweight crate
against an adult
with a partner
Keep the activity safe, controlled and matched to the child.
4. Wall Pushes
Ask children to place both hands against an outdoor wall or fence and push firmly.
Simple.
No equipment.
Very effective for some children.
5. Animal Walks
Try:
bear walking
crab walking
frog jumping
elephant stomping
snake crawling
This can support body awareness, coordination and regulation.
Looking for CPD, explore Outdoor Learning Training SEND Hub
6. Chalk Movement Trail
Draw:
jump
spin
stomp
crawl
reach
tiptoe
Children follow the trail at their own pace.
7. Hoop Jumps
Place hoops on the ground.
Children can jump, step, hop or stretch between them.
Change the spacing depending on the child’s ability and regulation needs.
8. Bamboo Carry
Allow children to safely carry lightweight bamboo canes from one point to another.
This can support coordination and proprioceptive input.
9. Digging
Provide safe digging tools and soil or sand.
Digging gives resistance through the hands, arms and shoulders and can be deeply regulating for some children.
10. Push and Pull a Crate
Use a lightweight crate with safe loose parts inside.
Children can push or pull it across a designated space.
Calming Outdoor Regulation Activities
11. Quiet Nature Spot
Create a calm outdoor area where a child can sit or stand away from the busiest part of the playground.
This could include:
a bench
a blanket
a sheltered corner
a simple den
12. Cloud Watching
Lie or sit somewhere safe and watch the clouds.
No questions.
No task.
No expectation.
Just space.
13. Listen for Five Sounds
Sit quietly and notice sounds around you.
Children can count on fingers, point or use symbols.
They do not need to speak.
14. Water Pouring
Provide jugs, buckets and containers.
Let children pour water repeatedly.
Repetitive actions can be soothing and predictable.
15. Clay Squeezing
Give the child a small piece of clay.
Squeeze.
Roll.
Flatten.
Pull.
Press.
There does not need to be a finished product.
16. Leaf Rubbing and Crushing
Use dry leaves.
Children can:
rub them
crunch them
tear them
crush them
This gives tactile and auditory sensory feedback.
17. Slow Nature Walk
Take a short walk with no learning objective beyond noticing.
Walk slowly.
Pause.
Look.
Listen.
For some children, reducing the pace is regulating in itself.
18. Blanket Den
Create a small outdoor den using a blanket and safe supports.
This can give children a defined, lower-stimulation space.
19. Pebble Pattern Making
Use larger stones to create simple repetitive patterns.
Lines.
Circles.
Spirals.
Repeating shapes.
Repetition can be calming.
20. Water Painting
Give children water and a large brush.
Paint walls, paving or fences.
The marks disappear, making this a low-pressure activity.
Regulation Through Movement
21. Run to the Cone
Place cones around the space.
Children can run, walk or move to one cone at a time.
Keep it predictable rather than competitive.
22. Stomp Path
Create a pathway using chalk marks or hoops.
Encourage big, slow stomps.
This can provide useful proprioceptive input.
23. Jump and Freeze
Children jump, then freeze.
Jump.
Freeze.
Repeat.
This can support body control while still allowing movement.
24. Carry and Sort
Collect larger natural loose parts and carry them into hoops.
Sort by:
heavy
light
big
small
Or simply carry without a sorting task.
25. Ball Push
Use a large ball and let children push it along the ground with both hands.
This can be more regulating than fast catching games for some learners.
26. Slow Obstacle Course
Create a simple course using:
cones
ropes
hoops
benches
stepping points
Keep the focus on controlled movement rather than speed.
27. Stretch Like Nature
Use simple prompts:
reach tall like a tree
curl like a seed
stretch wide like branches
sway like grass
This can support calm whole-body movement.
Regulation Through Choice and Control
28. Choose Your Regulation Activity
Offer two or three options.
For example:
push
dig
sit quietly
carry
draw with chalk
Let the child choose.
Choice can reduce anxiety and increase a sense of control.
29. Make a Regulation Route
Create a familiar sequence the child can use regularly.
For example:
push wall
carry bucket
jump hoops
sit quietly
return
Predictability can make the routine more effective over time.
30. Follow the Child
Observe what the child naturally does outdoors when they are trying to regulate.
Do they:
run?
hide?
carry?
swing?
dig?
pace?
watch water?
sit alone?
Repeat movements?
These behaviours can give you valuable information about what their body may be seeking.
Sometimes the best regulation plan begins by noticing what the child is already showing you.
How Can Outdoor Learning Support Regulation for SEND Children?
Outdoor environments can support regulation because they often provide:
more space
greater freedom of movement
fresh air
natural sensory input
fewer close physical boundaries
opportunities for heavy work
quieter areas
less pressure to sit still
more choice
For some children, simply being outdoors can reduce the feeling of restriction they experience inside.
What Is Heavy Work and Why Can It Help?
Heavy work refers to activities that involve pushing, pulling, lifting, carrying or resistance.
Examples include:
carrying buckets
digging
pushing tyres
pulling ropes
moving crates
wall pushes
These activities stimulate the proprioceptive system and can help some children feel more organised and settled in their bodies.
But again, this is individual.
Observe carefully and adapt.
Does Regulation Always Mean Calming Down?
No.
This is an important distinction.
Regulation is not always about becoming quieter.
Some children need to move more in order to regulate.
They may need to:
run
jump
push
carry
spin
stomp
before they are ready to focus or engage.
The aim should not be to make every child appear calm.
The aim is to help each child reach a state where they can feel safe, comfortable and available for learning.
Should Regulation Activities Be Used as a Reward?
Ideally, no.
If movement, sensory input or outdoor space helps a child regulate, access to it should not depend on completing work first.
Regulation is a need, not a prize.
Instead, think about how movement and outdoor regulation can become part of the child’s normal day.
How Do I Know If an Activity Is Helping?
Look for changes in:
breathing
body tension
pace of movement
communication
attention
engagement
distress
interaction
ability to return to learning
Do not assume quieter automatically means better regulated.
Ask:
Does the child appear more comfortable and more available for what comes next?
That is the more useful question.
Build Regulation Into the Day
Do not wait until a child is overwhelmed.
Build small regulation opportunities into routines.
For example:
before registration
after assembly
before writing
after lunch
between lessons
before home time
Short, predictable outdoor regulation opportunities can sometimes prevent escalation before it begins.
Keep Outdoor Regulation Simple
You do not need expensive sensory equipment.
Try:
buckets
rope
chalk
hoops
clay
large balls
tyres
crates
bamboo
water
mud
sticks
stones
leaves
The outdoors already offers a huge range of sensory and movement opportunities.
Sometimes the best thing we can do is give children more space and fewer demands.
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Frequently Asked Questions
What are outdoor regulation activities for SEND children?
Outdoor regulation activities are practical activities that may help children organise sensory input, movement and emotions. They can include heavy work, movement, quiet spaces, repetitive actions and sensory exploration.
Can outdoor learning help autistic children regulate?
For some autistic children, outdoor environments can provide more space, movement and sensory experiences that support regulation. For others, wind, noise or unpredictability may be overwhelming, so activities should always be individualised.
What outdoor activities are good for regulation?
Carrying buckets, pushing tyres, digging, jumping, water play, clay, wall pushes, slow walks and quiet outdoor spaces can all support regulation for some children.
Is running a regulation strategy?
It can be. Some children seek large amounts of movement to regulate. Rather than stopping all running, consider where and when safe running can be built into the day.
Should sensory breaks happen before behaviour escalates?
Where possible, yes. Predictable regulation opportunities built into the day can be more effective than waiting until a child is already overwhelmed.
Do SEND children need specialist regulation equipment?
Not necessarily. Many effective regulation activities can be created using simple outdoor resources, natural materials and everyday equipment already found in schools and nurseries.
About Sarah Seaman
Sarah Seaman BSc, PGCE, MA is the founder of The Muddy Puddle Teacher®, a teacher, author and educational consultant specialising in practical, sustainable and inclusive outdoor learning.
Her approach helps schools and settings use movement, play, simple resources and natural materials to create learning environments where children can feel safer, more regulated and better able to engage.
Regulation does not always mean sitting still. Sometimes the body needs to move before the brain is ready to learn.
