A forest school approach promotes a sense of self, belonging, and relational connections

A case study approach was used to develop an understanding of the experiences, behaviors, and interactions of students and staff in a forest school over the period of one school term with regard to self-esteem, engagement, and sense of belonging. Also investigated was how these factors supported learning. The subject of this study is a primary school in Western Australia located within walking distance of a natural bushland reserve. Twenty-five students (10-12 years of age) and three staff participated in the study.

The forest school program undertaken by the school was implemented at two levels: (1) the redevelopment of the school grounds which involved designing play spaces using natural materials and incorporating more native plants; and (2) half-day sessions at the local bush reserve once every two weeks over the period of a ten-week term. Four methods of data collection were used: participant observation; focus groups with students; semi-structured interviews with staff; and photographic analysis. This multiple-methods approach was designed to get both student and staff perspectives about the program and to collect information about the impact of the cultural setting on the engagement and performance of the students.

Observations were conducted during the students' half-day forest session in the nature reserve and during lunchtime recess. Field notes taken during the observations included descriptions of the outdoor strategies and use of the school grounds.

Students participating in this study took part in two focus group discussions, each of one-hour duration. Both sessions were conducted towards the end of the project. Photographs of the nature reserve and material collected from the reserve (such as bark and leaves) were used to stimulate discussion during the first focus group session. For the second session, students were asked to go outside and draw a map in the sand of their journey to the forest reserve. This was then used as a basis for the focus group discussion. Semi-structured interviews with school staff were also conducted towards the end of the project.

Three themes emerged from an analysis of the data: personal connections to place; relational connections to place; and pride and inclusivity promoting a sense of belonging. During focus group discussions, students described positive personal connections to the bush setting and indicated that they felt more comfortable with each other and formed new social relationships through the forest project. While student participation in the program had its greatest impact in the bush reserve, the development of the grounds played an important role in building attachment to place. Overall, the forest school approach was considered effective in promoting the engagement of students.