The Joyful Classroom: Where Movement Meets Mastery

When we designed our program, we were intentional about integrating enjoyable, movement-based activities into the daily schedule. This was not just to fill time between academic blocks, but to create a rhythm that supported students' cognitive and emotional needs. Research shows that physical activity enhances executive functioning, memory, and attention in children, particularly those with ADHD or other learning differences (Best 2010)¹. By embedding kinesthetic games, dance, and outdoor explorations between literacy and project-based sessions, we created natural transitions that helped students regulate their energy and return to learning with renewed focus.

We also recognized the importance of sensory-friendly environments. Many of our students experience sensory processing challenges, which can make traditional school settings overwhelming. In response, we incorporated predictable routines, soft lighting, noise-dampening materials, and quiet corners into our camp layout. These elements were not add-ons but essential components that made learning accessible. Staff received training on identifying signs of sensory overload and offering students structured breaks. This approach aligns with best practices in inclusive education, where sensory regulation is considered a foundational strategy for engagement and learning (Ashburner et al. 2008)².

Building Predictability Through Routine and Structure

Predictable routines were a cornerstone of our camp model. Every day followed a consistent schedule, reinforced visually and verbally, so that students knew what to expect. This consistency reduced anxiety and allowed students to transition more smoothly between activities. For students with intensive needs, especially those on the autism spectrum, predictability can be a powerful tool for creating a sense of safety and trust (Wong et al. 2015)³. Our morning check-ins, group rituals, and end-of-day reflections became comforting anchors that grounded the learning experience.

We also embedded flexibility within the structure to accommodate individual needs. For example, while all students participated in a literacy block, the tasks within that block were differentiated by reading level, interest, and mode of expression. Some students used graphic organizers and sentence starters, while others created audio recordings or comic strips to demonstrate comprehension. This level of intentional scaffolding was essential for ensuring that every student could access the content meaningfully, without feeling either bored or overwhelmed. Differentiated instruction, supported by Universal Design for Learning principles, is a well-documented strategy for supporting diverse learners in out-of-school time settings (CAST 2018)⁴.

Fostering Peer Relationships Through Supportive Partnerships

One of the most transformative elements of our program was the peer partnership model. We paired students in mixed-ability dyads or small groups, where they could collaborate on hands-on projects and literacy tasks. These partnerships were intentionally designed to blend academic support with social-emotional growth. Students learned how to listen, encourage, and problem-solve together. For many of our participants, this was their first experience being