Photo Credit: Karen Fiorini
Neurodivergent Youth Led Conservation at the Dwejra Lines
The Dwejra Lines Project, a citizen-science initiative supported by Esplora’s National STEM Community Fund and led by the Malta Chamber of Scientists, highlights how learning does not need to happen in the classroom. For neurodivergent students, those with autism, sensory sensitivities, dyslexia, or ADHD, among others, traditional, highly structured environments often feel limiting, uncomfortable, and can hinder learning. The outdoor, hands-on activities provided by the project offered freedom to explore, move, and focus in ways that suited the neurodivergent teens’ strengths. Connecting with nature sparks curiosity, reduces stress, and helps channel attention, making non-formal learning a powerful tool for both personal growth and community engagement.
This year, the Malta Chamber of Scientists worked with a group of neurodivergent teenagers to explore how outdoor learning could empower them to play an active role in conserving one of Malta’s most ecologically important sites: the Dwejra Lines.
Along this section of the Victoria Lines, built in the late 1800s, the teens discovered that the area behind the rock-cut dry ditch, housing the wide open terreplein for field guns, caponiers, scarp galleries, and other defensive features, was home to rare native species. They encountered pollinators such as the Maltese honey bee, butterflies like the Painted Lady, ground-dwelling beetles, and delicate wild orchids. This blend of history and biodiversity created the perfect setting for a series of immersive and delightfully chaotic expeditions. During one of these sessions, expert Ray Cachia Zammit, Co-founder of “Friends of the Victoria Lines Trail,” introduced the group to the historical importance of the fortifications.
Instead of relying on textbooks and note-taking, the Chamber designed activities based on real ecological research methods, adapted to encourage creativity, sensory engagement, and curiosity-driven exploration. Guided by conservation and ecology specialists Matthew Calleja and Valentina Delconte, the group explored how human activity threatens fragile habitats through littering, trampling, concrete dumped onto country roads, and the spread of invasive species. They did not simply learn about these pressures, they experienced them firsthand, making the lessons far more meaningful and memorable. It highlighted why their conservation efforts truly mattered.
Non-formal learning also emphasised self-expression, and in the second half of the project the group took ownership by creating their own awareness raising campaign. From posters and interactive activities to a handful of clever memes, they developed materials to share their discoveries with the wider community. Their mascot, Jael the Jumping Spider, captured the spirit of the project, curious, playful, and deeply connected to its environment.
For neurodivergent learners, this approach proved invaluable. It recognised that attention does not look the same for everyone, that sensory differences can be celebrated rather than managed, and that meaningful learning happens when young people are trusted with real responsibility. By making space for different ways of engaging, the Dwejra Lines Project showed how non-formal education could empower students not just to learn, but to lead.
Those interested in seeing the group’s work first-hand were invited to the Science in the City street festival on the 26th and 27th of September, where some of them showcased their work for the campaign. Visitors could speak to them about their experiences, learn about conservation, and try out the games they designed, a clear example of how non-formal learning can transform curiosity into action.
Project Outcomes
By the end of the Dwejra Lines Project, the young participants achieved several concrete outcomes:
• A citizen-science biodiversity record:
The group compiled over 120 observations of plants and insects, contributing data that were shared with local conservation organisations.
• A habitat-impact assessment:
Through guided fieldwork, the youths mapped areas affected by trampling, illegal dumping, and invasive species, providing a simple report that will support future stewardship efforts.
• A youth-led awareness campaign:
They produced a collection of posters, nature-themed games, and social-media-ready visuals—including their mascot Jael—which will continue to be used by the Chamber to engage the public.
• Improved confidence and engagement:
Participants reported feeling more confident outdoors, more connected to nature, and more capable of contributing to real scientific work.
• Strengthened collaboration with local stakeholders:
The project fostered a renewed interest in caring for the Dwejra Lines, with several families expressing interest in returning for cleanup days and future monitoring sessions.
These outcomes demonstrated that neurodivergent youth were not simply participants—they became contributors, decision-makers, and young conservation leaders.