Shared Safety as the Foundation of Inclusivity: Lessons from the Rock

A Learning Visit to Kancha Vertical in Ecuador

As part of the development and strengthening of Regenerative Initiatives, a field visit was conducted in Ecuador with the purpose of generating cross-learning with organizations that work with non-competitive movement as a tool for community transformation. One of them is Kancha Vertical, a climbing and education project with children in the rural communities of Sanglia and Susudel.

What is Kancha Vertical?

The experience with Kancha Vertical took place between the communities of Sanglia and Susudel, 2 hours south of the city of Cuenca. Although the activities were outdoors, they began long before arriving at the rock areas. Each day started with equipment preparation, collective organization, transportation to pick up groups of participants at points near their homes, and the walk to the climbing area. A process that is itself part of the learning.

First Day: Techniques and Protocol

It was held on the community's sports field. Techniques were practiced (figure-8 knot and clipping), development of muscle memory (single-hand clipping), and safety protocols (partner check—cross-review). Additionally, they reinforced the application of the methodological sequence they are incorporating (inspired by "Take 5" and the Waves Lobitos adaptation).

Second Day: Rope Climbing

They performed rock climbing with a rope. The protocol methodology was repeated, they formed "cordadas" (climbing teams: climber + belayer + back up) and agreed on turns. The instructors set up 3 routes at different skill levels, while the cordadas observed and recalled the considerations of setup and belaying, before beginning to climb.

Third Day: Bouldering

They performed rock climbing in bouldering mode: without a rope, with an impact cushioning floor (crash pad). The routine was similar to the previous day, only the modality varied due to weather conditions.

Key Findings: Principles of Regenerative Pedagogy

Nature as an Active Agent in Pedagogy and Wellbeing

In the rock outing, nature is recognized as an active agent in the dynamic: it facilitates the space, but also generates adaptations and deserves consideration. Some practices that exemplify this are:

• The use of powder magnesium (frequent in climbing) is avoided unless absolutely necessary, to avoid altering the rock as a living ecosystem.

• Music is not played, prioritizing respect for the natural soundscape and fostering conscious connection with the environment.

• Care is reinforced during the return, especially due to weather conditions (rain or fog), understanding that the experience includes observation and collective responsibility.

  
  

Wellbeing is not approached through constant stimulation, but through presence. One learns to enjoy the stimuli already present: the sound of the wind, the texture of the rock, silence, or shared breath. In that sense, nature is the context that shapes our behavior, not the other way around. We don't transform it according to how we want to behave.

A Culture of Shared Safety

Safety is not the exclusive responsibility of the instructor; it is collective. Cross-review and the capacity for critical observation are promoted. Key words ("climbing," "belaying," "rock," "tension") are incorporated as common language, strengthening clarity of roles, trust, and shared responsibility. It is a culture that enables participation from different levels and abilities.

Deactivation of Competition

At a moment when two participants adopted a competitive attitude while descending, intervention was clear: "on the rock we don't compete; we prioritize safety." It was not allowed to continue until the attitude was adjusted, reinforcing that the purpose is not performance but awareness of one's own pace and care.

Individual Pace and Autonomy

There is no obligation to accomplish a "goal" of routes. Each participant decides when to climb, when to observe, and when to rest. All forms of participation are validated. Motivation is built through encouragement ("good!", "go for it!", "nice footwork!") and respectful guidance. Community and mutual care are strengthened through organization by cordadas, shared meals, collective walking, and returning while talking, building team spirit and bonds of trust and friendship.

Inclusion in Kancha Vertical manifests itself by answering "how to belong to the process," moving beyond "how to access the activity."

Neurodiversity and Clear Structure

The instructors have identified patterns of behavior in some participants that could be associated with neurodiversity; however, there is no formal diagnosis. The instructors themselves have diagnoses of Autism Spectrum Disorder (ASD), and from their personal experience, they feel capable of understanding and accompanying different forms of processing and regulation. The clear structure of climbing (defined protocols, predictable sequences, delineated roles) offers a framework that is especially welcoming to those who require clarity and consistency. The project is established from an educational and community perspective, not from a therapeutic one.

Educational Complements

As complementary activities, they develop English classes and transmit climbing-related vocabulary to their participants in both languages, considering it as a potential advantage should they decide to deepen their experience in this sport.

Sustainability: The Formalization Challenge

Kancha Vertical is at an early stage of consolidation. Available equipment comes primarily from donations of a predecessor project ("8vos a los 30s") and additional contributions from friends and allies. Progressive formalization is key to sustaining its long-term impact.

Among the essential tasks are:

• Documenting processes (photographs, lesson plans, authorizations)

• Gathering participant information (personal data, health status, emergency contacts, and school information)

• Official registration as a non-profit organization

• Development of a web section and content for fundraising campaigns

• Exploration of international events and sponsored climbing activities

• Coordination with local authorities and agents (mayor, municipal coordinators, schools)

  
  

Currently, they offer private climbing lessons upon request (not publicly offered due to commitments to other responsibilities) and take advantage of visits from external climbers (more equipment and care network available) to convene more participants.