Practice guidance for education outside the classroom in Danish special schools: insights from a Co-creation process

Children with neurodevelopmental disorders (NDD) often experience challenges with school participation and peer relationships. Education Outside the Classroom (EOtC) shows potential to enhance engagement and wellbeing, yet evidence in special needs education is limited. This study aimed to describe and evaluate the development of a practice guidance for implementing EOtC in special needs schools using a co-creation approach. An expert panel of students, teachers, and therapists, together with an adaptation team of stakeholders, participated in five integrated co-creation activities. Through workshops, school visits, and iterative feedback cycles, participants identified enablers, barriers, and strategies to support participation and inclusion, and contributed insights that shaped the content and format of the guidance. The resulting MOVEOUT-SPECIAL practice guidance integrates theoretical perspectives on EOtC and special pedagogy with practice-based recommendations. Key recommendations emerging from the co-creation process concern: (1) contextual strategies, (2) student strategies, and (3) educational strategies.