Active minds, active bodies: an exploratory study on embodied learning in autistic students

Abstract

Embodied learning is an innovative pedagogical approach that facilitates knowledge acquisition through physical activity. Empirical research in pre-primary and primary education demonstrates its benefits for memory performance and learning attitudes. However, it is still uncertain whether embodied learning yields similar benefits across all student populations, particularly for students with an autistic profile experiencing motor and dual-task challenges. Given the limited experimental research in secondary autistic students, the current qualitative exploratory study pursued to examine (1) if embodied learning can improve their attention and school-related well-being, and (2) how embodied learning can effectively be implemented in autistic students' classrooms. The study was conducted in three Flemish schools offering secondary special education. In total, 44 autistic students (aged 12-16 years) participated in an embodied learning intervention lasting either three or six weeks. Using a pre-defined questionnaire based on theoretical models, the focus group discussions revealed (1) improved attention when embodied learning involved low-intensity and quiet movements, (2) gains in social connections with peers, and (3) motivation/fun to learn. Key conditions for successful implementation included institutional support, and adaptations to individual student needs. Future research should employ mixed-method designs to more comprehensively assess the impact of embodied learning in autistic students.