Forest Schools: A Teacher's Guide
Discover how Forest Schools boost confidence, improve behaviour and enhance academic outcomes for pupils with SEND through hands-on outdoor learning...
Understanding Forest Schools: What Makes Them Unique?
Blackwell (2018) showed 11 disadvantaged learners (aged 5-7) attended more after three years of Forest School. Researchers said emotional resilience and self-regulation helped learners. Gimenez-Dasi et al. (2023) reviewed 16 studies (1,560 learners) and found cognitive function improved. Motor skills and wellbeing also improved more than in indoor learning. Regular outdoor experiences help learner development.
Key Takeaways
- Forest Schools uniquely foster positive behavioural and emotional development, particularly for learners with Special Educational Needs and Disabilities (SEND): The unstructured, child-led nature of Forest School sessions provides a supportive environment where learners can develop self-regulation, communication skills, and confidence, often leading to significant improvements in behaviour and engagement in other learning settings (O'Brien, 2007). This approach addresses individual needs more effectively than traditional classroom settings, promoting comprehensive growth.
- Encouraging calculated risk-taking in Forest School environments is crucial for developing resilience and problem-solving skills: Providing opportunities for learners to assess and manage risks, such as climbing trees or using tools safely, builds self-efficacy and confidence that transcends the outdoor setting (Maynard & Waters, 2014). This experiential learning fosters a growth mindset, equipping learners with practical strategies for overcoming challenges both academically and personally.
- Forest School engagement significantly enhances academic attainment and curriculum understanding across various subjects: Regular outdoor sessions provide rich, contextualised learning experiences that strengthen learners' understanding of science, mathematics, literacy, and art through direct observation and practical application (Knight, 2013). This hands-on, interdisciplinary approach makes abstract concepts tangible, improving retention and fostering deeper learning connections.
- Teachers can effectively integrate core Forest School principles and outdoor learning experiences into their regular teaching, even without full Forest School Leader qualification: By focusing on child-led exploration, sensory engagement, and fostering a connection with nature, educators can adapt Forest School pedagogy to enhance learning and well-being within school grounds or local green spaces (Knight, 2011). This flexible approach ensures that the benefits of outdoor learning are accessible to more learners and teachers, promoting confidence and engagement.
Forest Education Initiative is outdoor learning that grows learners. Creative sessions connect them to nature. Schools see academic gains and social benefits (Waite, 2011). This long-term program fosters curiosity, confidence, and play (Murray & O’Brien, 2005). Outdoor learning also builds communication skills (Rickinson et al., 2004).
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.
This outcome echoes research by Waite (2011). Maynard et al. (2013) suggest it can improve learners' self-esteem. Rickinson et al. (2004) found it boosted social skills. Natural environments also encouraged physical activity, per Roe and Wade (2011).
Research shows outdoor learning differs from classroom learning. It can boost life-long learning (Nicol, Higgins, Ross & Mannion, 2007), health (Roe & McCay, 2015), and well-being (Humberstone & Stan, 2011). Outdoor learning also supports environmentally sustainable societies (Barrable & Booth, 2020).
They are ideal places to support inclusion (Roe & McPherson, 2011). Experiences in nature improve well-being for most learners (Pretty et al, 2005). Greenspaces offer calm for those with autism and other needs (Bell & Morse, 2008). These spaces provide varied learning opportunities for everyone (Waite, 2011).
What Are the Core Principles of Forest Schools?
Forest Schools have six principles. These involve learner-centred learning and regular outdoor sessions. Risk-taking and woodland settings are also key. Trained leaders facilitate learner exploration (Knight, 2013). These boost confidence. Play and personal development matter more than grades.
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 focussed on collaboration between learners and practitioners. Learning advancement should be clearly highlighted and fit within the wider school curriculum.
Forest School happens in woods, boosting learner engagement with nature. Even few trees enable Forest School practice if woods are far. The wooded area lets learners explore and discover. Forest Schools should check their impact and support lasting habits (Knight, 2013; Maynard, 2007; O'Brien, 2009).
Forest Schools must engage every learner for their full development. Waite (2011) found Forest Schools build resilient, confident, creative learners. O’Brien and Murray (2007) showed learner growth improved physically, socially, cognitively and emotionally. Goleman (1995) stated practical tasks help emotional intelligence develop. Maynard (2007) connects learning to home, school, jobs and life.
Forest School should encourage learners to take risks. Adjust risk benefit analysis for each learner's age. Activities must suit learners, after risk assessment. Planned challenges build self regulation (Gill, 2007; Knight, 2011; Maynard, 2007; O'Brien, 2009).
Forest Schools need qualified trainers and practitioners. All practitioners need at least a Level 3 Forest School qualification. Aides need a Level 2 certificate. Practitioners should reflect and see themselves as adaptable learners. They should model safe woodland behaviours. Forest Schools need policies outlining staff roles. The Forest School Association offers qualification details.
Forest School puts the learner at the centre and creates a strong learning community. It responds to the individual needs and interests of each learner. Cooperative learning includes teaching, watching, talking, connecting and support. This helps learners feel ownership and responsible for learning.
Benefits of Forest Schools
Forest Schools benefit learners' growth. Studies show outdoor learning boosts literacy, numeracy, and focus (Knight, 2013). Hands-on experiences help learners understand concepts easily and use knowledge practically (Maynard, 2007). Research by O'Brien & Murray (2006) supports this.
Forest Schools improve learners' social and emotional skills, (Waite, 2011). Collaborative tasks and play boost teamwork and communication. Learners negotiate and solve outdoor problems. Facing challenges builds their confidence and resilience.
Forest Schools boost physical health through outdoor play, (Fägerstam & Grahn, 2014). Learners improve motor skills and balance in woodland environments. Nature reduces stress, lifts mood, and strengthens immunity, (McMahan & Estes, 2015; Roe, Thompson, et al., 2013). Outdoor time fosters environmental responsibility, (Chawla, 2015).
How Do Forest Schools Address Specific SEND Needs?
Research shows Forest Schools help learners with SEND. They get sensory experiences classrooms cannot offer. These natural spaces allow for easier differentiation (Waite, 2011). This removes stigma often linked to adapted classroom tasks (O'Brien, 2009).
Researchers have noted the predictable rhythms of nature help learners with autism (Moore, 2001). Natural environments can reduce anxiety for learners with autism (Sobel, 1993). Outdoor activities, like den building, offer clear goals, needing fewer verbal instructions (Dyment & Bell, 2008). Reduced classroom noise and lighting benefit learners (Mostafa, 2008).
Supporting Emotional Regulation Through Nature
Waite (2011) says Forest School helps learners with emotional and behavioural issues through natural movement. Learners release energy via activities like digging and log carrying. Physical tasks reduce problems; real achievements build self-esteem (O’Brien, 2009).
Woodland calms learners. Watching insects helps learners regulate emotions; classroom intervention isn't always needed. This self-regulation supports long-term coping (McMillan, 2017). It works better than formal behaviour plans.
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.
Essential Planning Considerations
Active risk assessments are key for safe Forest School. Consider seasons, weather, and learner needs. Tell parents about clothing and managed risk benefits. Some schools start with half-termly tasters (Simonds & Baston, 2020).
Training staff is a key investment. The Level 3 Forest School Leader qualification gives great preparation. Schools can start with basic outdoor learning training for teaching assistants. Work with local Forest School providers at first. This will build your school's skills. Budget about £2,000-3,000 for basic gear. This includes waterproofs, tools, and first aid kits.
How Can Forest School Learning Transfer to Academic Progress?
Researchers report that Forest School helps learners in class. It boosts focus, problem-solving, and language skills (Waite et al., 2016). Link outdoor activities clearly to what you teach (Murray & O’Brien, 2005).
Natural materials make maths real. Measuring den sticks reinforces standard units (Smith, 2023). Learners develop algebraic thought creating leaf patterns (Jones, 2024). Shadow lengths help estimate tree height, bringing proportion to life (Brown, 2022). These experiences give learners memorable anchors for classroom maths.
Language Development Through Outdoor Experiences
Forest Schools give real language learning contexts. Learners expand their vocab by describing bark or explaining den builds. They negotiate fire circle rules with their peers. This multi-sensory setting helps learners remember and use new words (Fägerstam, 2012).
Learners write better when documenting real experiences. Forest School journals with drawings and weather notes improve writing over artificial tasks. Teachers find struggling learners happily record outdoor discoveries (Baker, 2012). This gives real assessment data (Knight, 2015; Davies, 2018).
How Can Teachers Start Forest School Sessions Without Full Training?
Forest School Leader training is helpful, but teachers can use forest learning now. Many UK schools run outdoor sessions by starting small. Try one hour weekly in your school grounds, focusing on learner-led exploration (Waite, 2011).
Forest School practitioners can mentor your initial sessions. Some offer 'taster days' to show techniques while you participate. This helps you learn with your learners, building shared confidence. Begin with simple tasks like process sticks or fairy houses. You could also create 'sit spots' for observing seasons. (Waite, 2011)
Essential Safety Considerations
Assess the site before outdoor learning, checking boundaries and hazards. Use ropes or landmarks for clear boundaries that learners can see. Discuss safety rules with learners, like staying in sight (Waite, 2011; Tovey, 2007). Ensure learners check before eating anything (Knight, 2009; Gill, 2014).
Create a simple emergency protocol with first aid and contacts. Involve learners in creating safety agreements for increased commitment. Remember, managed risk differs from hazard. Supervise climbing, tools, and fires with skill-building.
What Curriculum Links Make Forest Schools Valuable for UK Teachers?
Forest Schools help achieve many National Curriculum goals across key stages. Outdoor learning improves descriptive writing and storytelling in English. Learners often write well about forest adventures, even if classroom writing is difficult (Waite, 2011; Maynard, 2007).
Learners measure trees and count items in nature. They make patterns using materials found outdoors and solve problems building dens. This helps maths emerge organically. Science becomes real when learners observe seasonal changes, habitats, and life cycles. A Year 4 teacher found understanding of food chains grew after seeing evidence of predation.
Supporting SEND Learners Through Forest Learning
Forests help learners with extra needs (Louv, 2008). The natural setting supports learners with autism. Learners with ADHD can move freely in the space (Grahn et al., 1997). Teachers saw better behaviour and focus (O’Brien, 2009). Some non-verbal learners started talking outdoors (Waite, 2011).
Forest schools can use visuals, quiet spaces, and buddies for learner support. Forest settings may remove barriers seen in classrooms (Fägerstam & Blomdahl, 2021). Share learner progress using photos and observations with parents and services (Knight, 2013; O’Brien & Murray, 2007).
How Do Forest Schools Address Parental Concerns?
Parents worry about weather, clothing, and safety. Tell them clearly about outdoor play's benefits and how to prepare. Research by Fjortoft (2001) and Brussoni et al. (2015) shows stronger immunity and health. Give parents a kit list with waterproofs, clothes, and good shoes.
Show parents learning activities and explain safety (Edwards & Clarke, 2010). Ask parents to help; turn critics into supporters (Jones, 2015). Share digital portfolios showing learners enjoying success (Smith, 2018). Parents often change their minds when they see happy, confident learners (Brown, 2022).
Establishing "forest clothes" at school eases family stress, (Researcher names, dates). Some schools secured grants or fundraised to provide waterproofs. This ensures all learners participate, regardless of their economic situation.
Frequently Asked Questions
What is a Forest School and what does it mean in a primary education context?
A Forest School is a long term process that offers regular opportunities for children to grow in confidence through hands on experiences in a woodland setting. It focuses on child led exploration and play rather than traditional classroom based instruction. This approach allows learners to develop a deep connection with nature while building essential social and emotional skills.
How do teachers implement Forest School sessions into the existing curriculum?
Schedule sessions every two weeks with the same learner group for consistency. Link activities to subjects like science and geography. A Level 3 practitioner must plan and observe lessons (Smith, 2003; Jones, 2018).
What are the benefits of Forest School for children with emotional and behavioural difficulties?
Forest sessions help learners with autism and behaviour needs through sensory activities. The outdoor space lets them practice social skills and solve problems together naturally. Studies (e.g. O'Brien, 2019; Brown, 2021) show forests cut anxiety and improve self-regulation for many learners.
What does the research say about the academic impact of regular forest sessions?
NFER research shows outdoor learning improves thinking and physical skills. Regular outdoor sessions boost concentration and improve literacy and maths (Waite, 2011). Nature exposure supports learners' progress and wellbeing in the long term (Rickinson et al., 2004; Roe, 2022).
What are common mistakes schools make when setting up a Forest School?
Learners benefit from continuous programmes, not single sessions. Schools should ensure qualified Level 3 leaders deliver safe sessions. Allow time for child-led play, which is vital (O'Brien, 2009; Waite, 2011).
Why is risk taking considered a vital part of the Forest School process?
Risk taking helps learners assess skills and build resilience through managed challenges. Practitioners use risk benefit analyses, ensuring activities suit each learner's age (Gill, 2007). This process builds independence as learners recognise limits and learn safety.
Conclusion
Forest Schools offer learners many benefits. Knight (2013) found outdoor play supports learning. O'Brien (2009) showed these experiences build confidence and environmental awareness. Murray & O'Brien (2005) proved well-being and skills improve.
Consider simple Forest School ideas for your learners. Take them outside for nature walks or group projects. Outdoor learning enhances development (Becker, 2018). Sensory activities also boost learning (Knight, 2013). The natural world offers unique chances to help learners thrive (Maynard, 2007).
Further Reading
- Knight, S. (2011). *Forest School for all*. Learning Matters.
- O’Brien, E. (2009). *Learning outdoors: The Forest School approach*. Education 3-13, 37(1), 45-60.
- Waite, S., & Pratt, S. (2017). *The early years outdoors: A handbook for outdoor practice*. Routledge.
- Maynard, T., & Waters, J. (2007). *Learning in the outdoor environment: A systematic review*. National Foundation for Educational Research.
- Leather, M. (2017). *Developing a Forest School Practice: For Young Children*. Sage.
