This study investigated the experiences of adolescent girls who may have, or are at risk of, mental health and behavioral problems, in an all-girls Forest School program in rural Scotland. The Forest School program aimed to foster a sense of community, supporting participants to improve social skills, develop emotional intelligence, and increase confidence and self-esteem. The research provides an in-depth exploration of the impact the Forest School program had on adolescent girls’ perceived well-being, resilience, and sense of community.
Eight girls, ages 12–13, from an all-girls Forest School program participated in the study. The girls’ mental health and behavioral problems included anxiety, depression, and low self-esteem, according to Forest School leaders. At the time of the research, participants were taking part in their second twelve-week block of Forest School in which they spent a half day per week in a natural setting near their school engaged in outdoor learning aimed at developing outdoor skills, confidence, resilience, and independence. Semi-structured, one-on-one interviews were conducted with a goal to understand the perspective and experiences of each girl. Interview data were analyzed qualitatively through thematic analysis using both inductive and deductive coding and theme generation.
Analysis revealed four main themes: mental well-being and resilience, community and social interaction, learning, and perception of Forest School. Within the mental well-being and resilience theme, participants viewed the Forest School as a place where they could work through their feelings and personal problems, enabling them to better cope with their emotions, improving confidence, and ability to resolve conflicts. Participants described positive changes in their mood, such as feeling calmer and happier both during and away from Forest School sessions. Outcomes associated with the community and social interaction theme included improvements in social skills, emotional intelligence, and relationships with family and friends, as well as decreased screen time. Learning, too, was central as participants described learning through self-directed activities in nature, play, and collaboration. The final theme concerned participants’ positive perceptions of the Forest School program, which they described as an escape from the stresses of school.
Overall, the Forest School program fostered positive changes in mood, social skills, confidence, and relationships which supported the development of resilience, and supported the girls in overcoming personal challenges. These skills may serve as a protective mechanism for their continued development throughout adolescence. Findings from the study demonstrate the potential of Forest School programs as an early intervention strategy in reducing mental health challenges in the teenage population.
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