Field trips: Inclusive environment

Plan proactively so field environments are physically, sensorially, and socially inclusive, preventing last-minute exclusions^3,4.

Plan for physical and sensory accessibility

• Audit the destination’s paths, toilets, showers, sleeping areas and shelters for accessibility barriers well in advance⁶. Consider the needs of non-binary and transgender students, as well as students who require a more traditional gender setting.
• For multi-day trips, establish a predictable daily routine to reduce anxiety and sensory overload¹¹.
• Plan for cognitive fatigue by scheduling demanding activities earlier in the day
• Pack a sensory-comfort kit and a menstruation kit; let students know these are available
• Anticipate bathroom access needs if possible: proactively plan for safe and discreet toilet options—such as scheduled stops, portable privacy shelters, or information on local facilities.
• Let students know how to deal with bathroom trips and menstruation in the field.
• Designate a low-stimulus quiet zone that students can use at any time without needing permission

Establish a safe and respectful community

• Publish a clear Anti-Harassment and Inclusion statement and read it aloud in the pre-trip briefing¹².
• Assign a trusted comfort-and-safety point person whom students can discreetly approach with concerns
• Ensure the first-aid lead has a clear, confidential system for managing student medications and health needs.

Why it matters—Proactive inclusivity lets students be present, supported, and accepted and exemplifies UDL’s removal of environmental barriers and support for self-regulation^7,8.

Downloads

• Field-Site Accessibility Audit Checklist
• Anti-Harassment Briefing Script
• Planning accessible fieldwork resources
• AOTA: Classroom → Fieldwork accommodations (step-by-step process, PDF).
• Menstruation kit
• sensory comfort kit
• How to deal with bathroom trips and menstruation in the field

REFERENCES