Forest Schools

Understanding Forest Schools: What Makes Them Unique?

The Forest School network has produced a definition of Forest School, which argues that it is an "inspirational process that enables children, young people, and adults through the regular opportunity to achieve and grow confidence and self-esteem with hands-on learning opportunities in a wooded setting.

Forest Education Initiative is an inspirational outdoor learning technique for children that provides opportunities for integral growth and provide exposure to nature through regular creative learning sessions. Over the last few years, there has been significant mainstream education involvement. Primary schools have experienced the benefit in terms of academic education outcomes and the social-emotional impact on their pupils. It's a long-term program that encourages curiosity, confidence, play, and risk-taking behaviour in children. The development of social skills and communication skills forms a significant part of the outdoor environment experience.

There is a widespread perception that children are not spending as much time in woods and green spaces as their parents did because of safety concerns and the growing variety of indoor activities that are on the market. There is also evidence that if children do not visit woodlands and greenspaces when they are young, they will grow up to be people who do not use these spaces, missing out on the physical and emotional benefits of exposure to nature.

According to a National Foundation for Educational Research report, learning outside can have a variety of effects, including cognitive, affective, interpersonal/social, and physical/behavioural effects.

Learning in nature versus learning in a classroom setting is a totally different experience. Outdoor learning has the potential to play a significant role in life-long learning, health and well-being, and environmentally sustainable civilizations.

Woodlands and greenspaces have enormous educational potential and can assist a wide range of youngsters, including those on the autistic spectrum, those with emotional and behavioural difficulties, and those with learning disabilities.

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What Are the Core Principles of Forest Schools?

Forest Schools follow six core principles: child-centered learning, regular long-term sessions, risk-taking opportunities, qualified Forest School leaders, woodland settings, and learner-led exploration. These principles create an inspirational process that builds confidence and self-esteem through hands-on outdoor experiences. The approach emphasises play-based learningand personal development over traditional academic outcomes.

The first forest school was created in Denmark in 1952 and the founder of this school was Ella Flatau. The Forest School concept first began in Scandinavia and it was introduced in the UK in 1993 after that, this concept gained much popularity and strength.

Forest School Ethos and Principles:

A Forest School is a long-term process with regular sessions in a natural setting, Practitioners should aim for Forest Schools to occur on a regular basis, with sessions occurring at least once every two weeks over a long period of time. The sessions should ideally be attended by the same group of students. Planning, adaptation, observation, and review are all essential. The program's structure should be focused on collaboration between learners and practitioners. Learning advancement should be clearly highlighted and fit within the wider school curriculum.

The Forest School takes place in a woodland area, helping the learners' engagement with the natural environment. If a woodland setting is not accessible, a limited number of trees in a location can nonetheless enable appropriate Forest School practice. The wooded environment should give students the opportunity to explore and discover. Forest schools should regularly analyse their environmental impact and assist in the development of long-term environmentally sustainable habits in students, staff, and the community.

The Forest School provision should ensure the involvement of all participants and the complete development of individuals - Forest Schools should cultivate resilient, confident, independent, and creative learners. Forest Schools should also strive to improve the learner's physical, social, cognitive, linguistic, emotional, social, and spiritual growth. The approach particularly supports the development of emotional intelligence through hands-on experiences. Wherever possible, learning and Forest School activities should be linked to home, school, work, and other life situations.

The Forest School should promote risk-taking behaviour in individuals- The Risk-Benefit analysis should be tailored to the learner's developmental level. However, the activity must be appropriate for the learners, and an initial risk assessment must be conducted. These carefully planned challenges help develop self-regulation skills as children learn to assess situations independently.

The Forest School should include trainers and practitioners that are qualified, All practitioners must have at least an authorised Level 3 Forest School qualification. A Level 2 certificate is required for Forest School aides. All practitioners should work in a reflective manner and regard themselves as learners capable of adapting, changing, and growing. Effective practitioners use modelling techniques to demonstrate safe and appropriate woodland behaviours. Forest schools should also have the necessary policies and procedures in place to administer the school and define the staff's duties and responsibilities. The Forest School Association has more information on Forest School qualifications.

The Forest School should be learner-centered and build a learning and development community, The learner-centered approach should be responsive to learners' needs and interests. Cooperative learning should include teaching, observation, proper conversation, connections, and encouragement. These practices allow children to develop a sense of ownership and responsibility for their learning journey.

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Benefits of Forest Schools

Forest Schools offer a multitude of benefits for children's development. Academically, studies have shown that regular outdoor learning sessions can improve literacy, numeracy, and concentration levels back in the classroom. The hands-on, experiential nature of Forest School helps children to grasp concepts more readily and apply their knowledge in practical situations.

Beyond academic gains, Forest Schools have a profound impact on children's social and emotional well-being. The collaborative activities and free play opportunities creates teamwork, communication skills, and empathy. Children learn to negotiate, problem-solve, and support each other in a natural environment. The experience of overcoming challenges and taking calculated risks builds confidence, resilience, and self-esteem.

Forest Schools also promote physical health and well-being by encouraging active play and exploration in the outdoors. Children develop their gross motor skills, coordination, and balance as they navigate the woodland environment. Exposure to nature has been shown to reduce stress levels, improve mood, and boost the immune system. By spending time outdoors, children develop a deeper connection with the natural world and a sense of environmental responsibility.

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How Do Forest Schools Address Specific SEND Needs?

Forest Schools provide unique opportunities to support pupils with Special Educational Needs and Disabilities through sensory-rich environments that traditional classrooms cannot replicate. The natural setting offers countless opportunities for differentiation without the stigma often associated with adapted classroom activities.

For pupils with autism spectrum conditions, the predictable rhythms of nature provide structure whilst allowing flexibility. The absence of fluorescent lighting, overwhelming wall displays, and classroom noise creates a calming environment. Activities like den building offer clear visual goals without requiring extensive verbal instructions, whilst the spacious outdoor setting reduces anxiety about personal space.

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Supporting Emotional Regulation Through Nature

Children with emotional and behavioural difficulties often struggle with the constraints of classroom environments. Forest Schools provide natural outlets for energy through activities like log carrying, digging, and tree climbing. These purposeful physical activities serve as productive alternatives to transformative behaviours whilst building self-esteem through genuine achievements.

The woodland setting also offers natural retreat spaces. A child feeling overwhelmed can step behind a tree or sit quietly watching insects, regulating their emotions without the formal intervention required in classroom settings. This self-directed emotional regulation builds long-term coping strategies more effectively than structured behaviour management programmes.

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What Are the Practical Steps for Starting Forest School Sessions?

Beginning Forest School provision requires careful planning but need not be overwhelming. Start by identifying a suitable site within walking distance of your school. This could be local woodland, a park with trees, or even a corner of your school grounds with natural features. The key is regular access rather than pristine wilderness.

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Essential Planning Considerations

Risk assessment forms the foundation of safe Forest School practice. Create dynamic risk assessments that consider seasonal changes, weather conditions, and individual pupil needs. Include parents in this process through clear communication about appropriate clothing and the benefits of managed risk-taking. Many schools find success starting with half-termly taster sessions before committing to weekly programmes.

Staff training represents a crucial investment. Whilst Level 3 Forest School Leader qualification provides comprehensive preparation, schools can begin with basic outdoor learning training for teaching assistants. Partner with local Forest School providers for initial sessions whilst building internal capacity. Budget approximately £2,000-3,000 for basic equipment including waterproofs, tools, and first aid supplies.

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How Can Forest School Learning Transfer to Academic Progress?

Research consistently demonstrates that Forest School participation enhances classroom learning through improved concentration, problem-solving abilities, and language development. The key lies in making explicit connections between outdoor experiences and curriculum objectives.

Mathematical concepts become tangible through natural materials. Measuring stick lengths for den building reinforces understanding of standard units. Creating patterns with leaves and stones develops algebraic thinking. Estimating tree heights using shadow lengths brings ratio and proportion to life. These hands-on experiences create memorable learning anchors that pupils reference during abstract classroom work.

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Language Development Through Outdoor Experiences

Forest Schools provide authentic contexts for language development. Pupils naturally extend their vocabulary through experiences like describing bark textures, explaining den construction methods, or negotiating group decisions about fire circle rules. The multi-sensory environment supports memory formation, helping pupils retain and use new vocabulary more effectively than classroom word lists.

Writing motivation increases when pupils document genuine experiences. Forest School journals featuring observational drawings, weather recordings, and reflection entries produce higher quality writing than manufactured literacy tasks. Teachers report pupils who typically struggle with writing tasks enthusiastically recording their outdoor discoveries, providing authentic assessment evidence of progress.

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How Can Teachers Start Forest School Sessions Without Full Training?

Whilst formal Forest School Leader training is valuable, teachers can begin incorporating forest-inspired learning into their practice immediately. Many UK schools have successfully introduced outdoor sessions by starting small and building gradually. Begin with weekly one-hour sessions in your school grounds or local green space, focusing on child-led exploration rather than structured activities.

Partner with local Forest School practitioners who can mentor your initial sessions. Many offer 'taster days' where they demonstrate techniques whilst you observe and participate. This approach allows you to learn alongside your pupils, building confidence together. Start with simple activities like creating journey sticks, building fairy houses from natural materials, or establishing a 'sit spot' where children can observe seasonal changes.

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Essential Safety Considerations

Before venturing outdoors, conduct a thorough site risk assessment focusing on boundaries, hazardous plants, and potential dangers. Create visual boundary markers using rope or natural landmarks that children can easily identify. Establish clear safety rules through collaborative discussion with pupils, such as staying within sight of adults and checking before eating anything found outdoors.

Develop a simple emergency protocol including first aid provisions, emergency contact procedures, and shelter options. Many teachers find that involving children in creating these safety agreements increases their investment in following them. Remember that managed risk is different from hazard. Climbing trees, using tools, and lighting fires are all possible with proper supervision and progressive skill-building.

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What Curriculum Links Make Forest Schools Valuable for UK Teachers?

Forest Schools naturally support numerous National Curriculum objectives across key stages. In English, outdoor experiences provide rich stimulus for descriptive writing, poetry, and storytelling. Children who struggle with classroom writing often flourish when creating stories about their forest adventures or documenting discoveries in nature journals.

Mathematics emerges organically through measuring trees, counting collections, creating patterns with natural materials, and problem-solving during den building. Science objectives around seasonal changes, habitats, and life cycles become tangible when observed directly. One Year 4 teacher reported that her class's understanding of food chains deepened significantly after discovering actual evidence of predation during forest sessions.

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Supporting SEND Pupils Through Forest Learning

Forest environments particularly benefit pupils with additional needs. The sensory-rich but non-overwhelming natural setting helps regulate children with autism, whilst the physical space allows those with ADHD to move freely without disrupting others. Teachers report dramatic improvements in behaviour and engagement, with some non-verbal children beginning to communicate during outdoor sessions.

Create individualised support strategies such as visual schedules showing forest activities, designated quiet spaces for overwhelmed pupils, and paired buddy systems. The lack of walls and formal structure removes many barriers that these children face in traditional classrooms. Document progress through photographs and observations to share with parents and support services.

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How Do Forest Schools Address Parental Concerns?

Common parental worries include weather exposure, dirty clothing, and safety risks. Address these proactively through clear communication about the developmental benefits and practical preparations. Share research showing that children who play outdoors regularly have stronger immune systems and better physical health. Provide a detailed kit list including waterproofs, spare clothes, and appropriate footwear.

Organise parent information sessions where you demonstrate typical activities and explain risk management procedures. Invite parents to volunteer during sessions, transforming potential critics into advocates. Create a digital portfolio showing children engaged in learning, focusing on their joy and achievement. Many schools find that once parents see their children's enthusiasm and improved confidence, initial resistance disappears.

Consider establishing a 'forest clothes' system where children keep outdoor gear at school, reducing daily preparation stress for families. Some schools have successfully applied for small grants or organised fundraising events to provide waterproofs for families who cannot afford them, ensuring all children can participate regardless of economic circumstances.

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Conclusion

Forest Schools offer a transformative approach to learning that benefits children in numerous ways. By providing regular opportunities for hands-on exploration and play in a natural setting, Forest Schools creates academic achievement, social-emotional development, and physical well-being. As educators, we can harness the power of outdoor learning to create engaging and enriching experiences that helps children to become confident, resilient, and environmentally conscious individuals.

Incorporating elements of Forest School principles into your teaching practice, even in small ways, can have a significant impact. Consider taking your students outdoors for nature walks, sensory activities, or collaborative projects. By creating opportunities for outdoor learning, you can tap into the unique potential of the natural world to enhance children's learning and development.

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Further Reading

Forest school research

Outdoor learning benefits

Nature-based education

1. Knight, S. (2011). *Forest School for all*. Learning Matters.
2. O’Brien, E. (2009). *Learning outdoors: The Forest School approach*. Education 3-13, 37(1), 45-60.
3. Waite, S., & Pratt, S. (2017). *The early years outdoors: A handbook for outdoor practice*. Routledge.
4. Maynard, T., & Waters, J. (2007). *Learning in the outdoor environment: A systematic review*. National Foundation for Educational Research.
5. Leather, M. (2017). *Developing a Forest School Practice: For Young Children*. Sage.