Theoretical model suggests that forest school can meet the unique needs of each student Forest school is an approach to outdoor learning that has quickly gained popularity among schools in the UK and other countries. Forest school practices in the UK vary by educational context. In early childhood settings, forest school may involve daily outdoor activities, whereas in primary schools, participation typically involves several hours per week. Despite the rapid expansion of forest school practice, little attention has been given to its theoretical foundations. To more fully conceptualize the theoretical grounding of forest school, this article aimed to explain the learning pathways afforded through the forest school approach. Specifically, this theoretical article integrated prior research on forest school practitioners’ perspectives to develop a model that illustrates how and why this pedagogical approach is effective for a variety of children.
The UK-based author of this article synthesized the findings from three of their previously published studies to deepen understanding of forest school pedagogy. The prior studies used qualitative methods to explore 20 forest school practitioners’ perspectives of (1) the outdoor learning space, (2) the nature of learning at forest school, and (3) children’s responses to forest school.
Findings from these studies reveal how forest school provided an individualized experience for each student. The learning environment of forest school granted children freedom to be active and engage in a range of behaviors. The learning environment was also perceived as more relaxed, informal, calming, and conducive to child-initiated learning than the traditional classroom setting. Children were able to follow their own interests and curiosity, which provided opportunities to learn in a variety of ways that benefited their personal, social, and emotional growth. Forest school practitioners highlighted children’s development of relationships with peers and with nature. Other key learning areas included the development of social, language, and physical skills. Importantly, children were free to choose how to engage in forest school, which created an individual learning journey for each child.
Findings of the previous studies were synthesized to develop a theoretical model, the “journeys through forest school model,” to improve understanding of the diverse educational experiences of children in forest school programs. The model is based on an understanding of the individualized nature of learning at forest school. The model proposes that “each child will take advantage of different affordances offered by the outdoor learning environment, choose to engage with different areas of learning while at forest school, and respond in different ways depending on their individual characters and abilities.” This process begins with the outdoor learning environment, which offers a dynamic and varied setting that fosters engagement, presents multiple opportunities and affordances, and may be particularly supportive for children with special educational needs. The physical aspects of the outdoor learning space likely resonate differently with each child and therefore invite a variety of child-led learning opportunities. As children choose how to engage with the space, their learning at forest school might entail building relationships with nature and/or peers, kinesthetic learning, risk-taking, imagination, discovery and experimentation, and other possibilities. These interactions may lead to various outcomes for children, such as helping them overcome shyness and build confidence, enhancing their communication skills, soothing anxiety, improving behavior and attention, encouraging engagement in learning, and supporting cultural and social integration. Through these processes, the model illustrates how children benefit from forest school “in unique ways according to their own needs.” Along with these individualized experiences and benefits, the article theorizes that a whole class may experience collective benefits from forest school participation. The author posits that the class is supported by “the combined impact of the individual learning journeys which collectively may mean that within a group of children, there is better communication, confidence, teamworking and social skills, behavior, and engagement with learning.”
The theoretical model presented by this article suggests that “children’s ability to exercise choice, coupled with the child-led ethos, and the more permissive outdoor learning space, allow children to engage with and respond to forest school in different ways, according to their own developmental needs.” Therefore, the forest school approach supports children in creating their own individual learning journey that fosters positive educational outcomes and personal, social, and emotional development. Importantly, the model also suggests that because forest school can meet the unique needs of each student, it contributes to positive outcomes for the entire class.
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