Forest School

The Pedagogy of Forest School

Forest School as it exists in the UK was inspired by the Scandinavian education system, which prioritises children spending time outdoors throughout the seasons. Through being in an outdoor environment in all weathers, children are able to develop both resilience and a stronger connection to nature, as they experience first-hand the seasonal changes through the year.

There is a wealth of evidence showing the benefits of regular nature connection for human health and wellbeing, and with children now spending significantly less time outdoors and in child-led play than previous generations, I believe the need for Forest School has never been greater. Here are just a few of the many research papers that demonstrate the benefits of Forest School/outdoor learning:

Forest school: evidence for restorative health benefits in young people

Nature Play is Important for the Cognitive Development of Early Learners

Thriving with Nature: A Guide for Everyone from the Mental Health Foundation and WWF-UK

Forest School Association research

The Forest School Association describes Forest School as ‘an inspirational process that offers ALL learners regular opportunities to achieve and develop confidence and self-esteem, through hands on learning experiences in a local woodland or natural environment with trees.’

Part of the magic of Forest School is the opportunity it offers children to learn for themselves, in the way that works best for them. Rather than sitting in a classroom labelling the parts of a tree, they can learn about the trees all around them by using their senses to explore. In this way it is a more child-led and child-centred approach than conventional mainstream education, in which lessons are planned and delivered according to a pre-determined curriculum. In Forest School, it is the interests of the children and the real life events unfolding around them that guide the learning.

When adults engage with children in Forest School sessions, they ideally facilitate growth that is already happening within the child. For example, they may have noticed a particular child’s interest in, say, different textures of rocks, so the next session they bring in age-appropriate books about rocks and fossils, or offer the child a container in which they can collect and sort the rocks they have found. The activities offered should ideally be optional, with the child being able to choose what they would like to engage with according to where their interest lies.

However, I also believe that most humans, and in particular children, have a need for rhythm and ritual as it helps to foster a sense of belonging and to encourage an awareness of time. I therefore try and keep certain elements the same within each of my sessions, and encourage children to be present, for example during an introductory story or song, even if they choose not to participate. Allowances are made for when certain children find this expectation too hard, but I find that if the adults engage with enthusiasm it can help make these shared moments more appealing.

Roles and Responsibilities during Forest School sessions

My role as leader is to guide the sessions and take responsibility for the safety and wellbeing of participants. I am First Aid and Safeguarding trained and am on the DBS update system (under my full name, Heather Mary Hope Edwards.)

I will always familiarise myself with the policies and procedures in place at a given setting so that I can act appropriately in an emergency or if any concerns arise, e.g. related to the safeguarding or wellbeing of children or staff.

What to wear for Forest School

Children need to wear clothing that is comfortable and will keep them safe and dry (as far as possible!)

In colder weather, they ideally need to wear base layers made of either wool or other thermal materials. Cotton should be avoided as it doesn’t insulate and stays cold once wet. On top of the thermals, another jumper if it’s really nippy, then a fleece. On the bottom, thermal leggings followed by a pair of thick joggers or fleecy pyjamas work a treat, and a thick pair of wool or thermal socks on the feet, ideally pulled up over the thermal leggings so their legs are well insulated.

On top of this, thick waterproof dungarees are ideal as they don’t let water in at the waist, then a waterproof coat on top that the child can easily take on and off themselves. Poppers are generally easier to manage than zips once they get covered in mud.

For boots, I recommend thermal wellies such as Demar EVA as they are lightweight and come with a removable liner that can be washed if needed. Other shoes or wellies that are waterproof and have good grip will also work, but in winter they really need to be as warm as possible. It’s hard to have fun when your toes are numb!

Here is a handy video guide from the Little Adventure Shop if you are more of a visual learner.

In warm weather, children still need to wear long sleeves and waterproof dungarees to protect them from brambles, nettles and insect bites, although if it is really much too hot, they won’t be forced to keep them on! Wearing a long-sleeved white top is a good idea as it keeps children cool and shows up ticks if they try to hitch a ride. You may want to apply/provide some child-safe insect repellent in summer. Please also provide children with a sunhat and named bottle of sun-screen, and plenty of drinking water. If they need a top up this can be provided but supplies may be limited (I can only lug so much water into the woods!)

I will provide children with protective gloves for when we are using tools, e.g. saws and knives. I will also provide any tools required.

Insurance and Risk Assessments

I am normally covered by a settings’ insurance while working for them, and when working independently I am covered by my own.

I have my own policies and Risk Assessments covering common Forest School activities, but for consistency I will follow the policies and procedures of whichever setting or organisation I am working with. If these need adapting or updating, I will undertake this myself to ensure they are as relevant as possible.

A Risk Benefit Analysis outlines the importance of allowing children to take appropriate risks and the role of Forest School Leaders in undertaking risk assessments. The below explains the role of RBA in risk management:

Risk management in play contexts is different from workplace or factory contexts in one crucial respect. In play provision, a degree of risk is often beneficial, if not essential. Children and young people enjoy challenging, adventurous play opportunities where they can test themselves and extend their abilities. Giving children the chance to encounter hazards and take risks provides other benefits, such as the chance to learn how to assess and manage these and similar risks for themselves. Hence accidents and injuries are not necessarily a sign of problems, because of the value of such experiences in children’s learning. Unlike conventional risk assessment, RBA takes account of benefits by bringing together consideration of risks and benefits when deciding on appropriate responses.

Play Safety Forum, Risk-Benefit Assessment Form Worked Example, 2014