As inclusive education becomes increasingly widespread, Christian schools are challenged to develop pedagogical models that address the complex needs of students with Attention Deficit Hyperactivity Disorder (ADHD) not only academically, but also emotionally, socially, and spiritually. This study investigates the use of nature play as a developmentally appropriate and theologically grounded approach to inclusion. Framed by the Pyramid of Learning, a hierarchical model positing that sensory integration is foundational to higher-level cognitive and academic functioning, the research explores how sensory-rich outdoor environments can support students with ADHD in an early childhood education setting. Conducted at a Christian school in Australia, the study uses a triangulated qualitative methodology that includes structured observations of students in the school’s nature play environment, semi-structured interviews with special education teachers and the principal, and analysis of curricular documents and biblical frameworks. Preliminary findings suggest that nature play fosters improvements in emotional regulation, sustained attention, and social interaction among students with ADHD. Moreover, the integration of nature-based pedagogy is closely aligned with core Christian values, including stewardship of creation, compassion, and the theological affirmation of each child as the image of God (Imago Dei). This study contributes to the scholarly discourse on inclusive education by offering a model that synthesizes developmental theory and Christian pedagogy. It highlights the potential of faith-based educational settings to implement evidence-informed, spiritually coherent strategies that support the holistic development of neurodiverse learners. In particular, this study will be a supporting literature on how inclusive education can be implemented in Christian schools.