Nature connection in music therapy with neurodiverse high school students: How did I integrate nature as a co-agent in my student music therapy practice with a neurodiverse learning support high school community?

<p><strong>This exegesis explores the role of nature connection in student music therapy practices with neurodiverse adolescents in a high school learning support community. The study aims to understand how engaging with the natural world can deepen and enrich therapeutic work, drawing on the reciprocal relationship between human well-being and environmental health, as well as Indigenous perspectives on music therapy. The central research question is: How did I incorporate nature as a co-agent in my work as a student music therapist with a neurodiverse learning support community? To answer this, I adopted a post-structural, interpretivist auto-ethnographic case study approach, reflecting on my own subjective experiences within the community. The research draws from multiple data sources, including selected literature, clinical notes, and reflexive journal entries. A thematic analysis identified six key themes: exploring the therapist self, navigating indoor and outdoor spaces, connecting our inner and outer worlds, cycles and seasons, remembering reciprocity, and expanding practice. With influences from community music therapy, ecological music therapy, resource-oriented approaches, and neurodiversity-affirming practices, the findings highlight the potential of nature connection to strengthen therapeutic relationships and promote both individual and collective growth. The study suggests that music therapy practitioners reflect on their own connection to nature and consider how nature-based approaches could enhance therapy for participants. This research contributes to the growing body of knowledge in music therapy, encouraging future exploration into the transformative role of nature in therapeutic practice.</strong></p>