Virtual Minecraft beaver habitat connects neurodivergent young people with nature

Released: 03.11.25

An innovative project in Plymouth is showing how youth work, outdoor learning, and gaming can come together to help neurodivergent young people connect with nature, grow in confidence, and make their voices heard.  

The Bridging Worlds research project is a collaboration between Plymouth Marjon University, the University of Salford, Plymouth City Council, Poole Farm and Youth Services, bringing together researchers, youth workers, and conservationists.    

From March to July 2025, the project was based at Poole Farm’s Green Minds Beaver Project near Plymouth, supported by funding awarded by the British Educational Research Association (BERA) and the Kusuma Trust. 

Through hands-on activities such as wildlife surveys and photography at Poole Farm, followed by creative digital work in Minecraft, neurodivergent young people in mainstream schools in the Plymouth area have explored local wildlife, built virtual habitats, and shared ideas on how to protect the environment.  

Dr Tracy Hayes, Associate Professor of Education at Plymouth Marjon University, said: “At its heart, Bridging Worlds is about listening to young people - understanding how they learn, what challenges they face, and how creativity and play can help them thrive. Young people’s perspectives are vital – they’re showing us that playful, creative approaches can help tackle serious challenges such as biodiversity loss and sharing with us what could improve their experiences of school.” 

Dr Adam Hart, a Lecturer in Music Technology at the University of Salford, who has partnered with Dr Hayes on the initiative, said: “This project has been about creating places where young people are agents of change and can learn to advocate for themselves.” 

During the project, young people identified rare species and discovered new beaver dams at Poole Farm, using what they’d seen to create conservation projects on Minecraft before applying what they’d learnt on return trips to Poole Farm.  

The project’s blend of outdoor adventure and digital creativity helped the young people explore environmental issues while building teamwork, confidence, and digital skills.   

Young people described the project as “transformative”, saying it helped them find space to breathe, feel understood, and enjoy learning again:   

“I find it hard to learn in a lesson, sat writing and listening... you’re trying to focus on the board, you’ve got everyone else around you... you can hear them whispering and people fiddling with things... Whereas if I’m doing something active, I feel like I learn more then.”  

Teachers also noticed a positive change: improved attendance, calmer behaviour, and greater enthusiasm for learning:   

“Colleagues have seen a difference in them... The behaviour team have said they noticed a difference in them... I imagine that they are talking to other students about what they’ve done, because quite often students will say to me "Miss, can we come to Poole Farm?”  

Councillor Tom Briars-Delve, Cabinet Member for Environment and Climate Change at Plymouth City Council said: “By blending youth work, outdoor learning, and gaming, we’re creating inclusive spaces where confidence can grow, creativity can flourish, and young voices are truly heard.” 

The researchers say that projects like Bridging Worlds highlight the urgent need for more inclusive approaches in education, with neurodivergent young people disproportionately represented in exclusion statistics.  

   

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