Enquiry-Based Learning at Forest School: Nurturing Curiosity and Connection

At the heart of Forest School lies a philosophy that values curiosity, connection, and child-led exploration. Enquiry-based learning is not just a teaching strategy within this approach; it is the very essence of how learning unfolds in the woods. By embracing the natural world through an enquiry mindset, we not only deepen our relationship with nature, but also with ourselves and each other. In this blog, I will reflect on my own practice as a Forest School leader and share examples from my experiences over the years, highlighting how enquiry has shaped the learning journeys of the children I've worked with and hopefully offering you some support and guidance too.

Enquiry as a Natural Language of Learning

When we approach the outdoors with curiosity and openness, we enter a dialogue with the world around us. Children ask, "Why is that tree bent like that?", "What made these tracks in the mud?", or "How do ants build their nests?" A woodland is a perfect place for these questions to arise naturally and form the backbone of enquiry-based learning. However, rather than providing quick answers, Forest School practitioners pause and reflect questions back: "What do you think happened?", "Would you like to investigate?", or "How could we find out?" In doing so, we affirm the child's role as an active participant in their own learning- let me reflect on some examples from my own practice.

1. The Curious Nest: Children had been playing in the woods for a while when they shouted me over to look at a 'messy' structure in the branches of a tree. Of course it was a birds nest but instead of identifying it immediately, I remember asking, "what do you think it is?".

The children replied excitedly, "maybe something lives there?

I replied, "What animals build homes like this? Why might they choose this spot?" Together the group decided to observe the nest over time, build their own, and compare them to other nests they could find amongst other branches.. The enquiry unlocked their curiosity and was the driving factor for further research, observation, constructions and reflection.

2. Building Shelters: A child came running over to me in the woods and said, "Can you build a shelter for us?" expecting me to take the lead. I simply responded by saying, "What do you think we need to start? What would you like the shelter for?" This prompted the child to think critically and explore design ideas. Through trial and error, they tested materials and structures, leading to deeper understanding of engineering and teamwork.

3. Safe Tree Climbing: We're stood at the bottom of a young beech tree when a child said, "Can you help me up the tree?" anticipating a lift. I got down to the childs level and replied, "Is there anything we should do before climbing? How can we climb and keep ourselves safe ?" We then stepped back and assessed the tree together, discussing risks, possible routes and challenges. The child then wiped their hands on their trousers and began to climb independently, learning both confidence and responsibility. I stood below the tree and observed without offering any guidance but acting as a supportive adult while the child experimented and took appropriate risk.

4.Making a Bird Box Using Tools: Now this was an interesting one. Two brothers approached me and asked, “Can you help us build a bird box?” I replied, “Of course—what do you need to begin?” They ran off and returned with a huge tree stump! I was shocked and very sceptical. They explained, “We need to cut this up using a saw to get the wood for building.” My initial reaction was that it was impossible—but telling them so would have removed any opportunity for learning. So instead, I continued with genuine enquiry: “How are you going to cut this wood? Will you need tools?” The brothers worked tirelessly over the course of two entire days—sawing, splitting, drilling, and rejoining the stump to create a bird box. Not only did I use enquiry here, but I also disguised my own doubt and allowed them the time and space to explore their ideas, curiosity, and ingenuity.

In the process, they learned a great deal about tool use, engineering, the properties of wood, and the habitats of birds—and I learned never to doubt a curious child.

Enquiry and Challenging Behaviour

Enquiry isn't just important in extending a child's curiosity, it can also be a valuable tool when dealing with challenging behaviour. Just as we ask questions to deepen understanding of the natural world, we can use enquiry to better understand the emotions and needs behind children's actions. Forest School acknowledges that all behaviour is a form of communication. When a child is angry, withdrawn, or disruptive, enquiry helps us understand the unmet need behind the behaviour.

Scenario: The Throwing Sticks Incident

We were all playing a game of 'Tree Tig' when a child began throwing sticks towards others. Instead of judging and punishing, I carefully observed and approach calmly and said,: "I see you're throwing sticks, are you okay?" The child stopped and looked angrily at me, in a calm voice I said, "You look angry, is there anything I can help with?" Through gentle questioning, we discovered the child felt excluded and unsure how to join in. I then sat with the child and helped them express what it is they need and together we suggested new ways to participate. By genuinely enquiring rather than judging, we support emotional growth and our relationship become stronger.

Enquiry in Contrast to Traditional Schooling

At Forest School, our approach is driven by relationship-building rather than the completion of tasks to meet set objectives. This emphasis on connection, between learners, leaders, and the natural world, can often be challenging to realise in traditional school settings, where curriculum pressures and assessment frameworks dominate. As such, Forest School plays a vital role not only in enhancing physical development and wellbeing, but in providing a unique educational experience that prioritises relational, emotional, and cognitive growth in a holistic, learner-led environment.

In many mainstream UK schools, knowledge is often delivered top-down, with correct answers prized over thoughtful questioning. In contrast, Forest School draws from deep roots in outdoor and experiential education, where learning is co-created, embodied, and emergent.

Enquiry is the fertile soil of the experiential education cycle: experience, reflection, conceptualisation, and application. When we ask rather than tell, we empower learners to explore, wonder, and surprise us with insights we could never have predicted. It's in those moments of unexpected connection or sudden discovery that the true magic of learning comes alive.

At Forest School, we don’t just teach children about the world. We walk beside them as they learn to see, question, and connect with it for themselves. In doing so, we raise not just learners, but life-long explorers.

I’d love to hear your thoughts! Feel free to join the conversation in the comments below—your questions, stories, and perspectives are always welcome. Whether we agree or not, every discussion adds depth to these conversations, and respectful dialogue is what makes this space truly valuable.

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References

Bennathan, M., & Boxall, M. (2000). Effective Intervention in Primary Schools: Nurture Groups. David Fulton Publishers.

Dewey, J. (1938). Experience and Education. Macmillan.

Forest School Association. (2022). Forest School Principles and Criteria. https://forestschoolassociation.org

Gerhardt, S. (2004). Why Love Matters: How Affection Shapes a Baby's Brain. Routledge.

Gill, T. (2010). Nothing Ventured: Balancing Risks and Benefits in the Outdoors. English Outdoor Council.

Knight, S. (2013). Forest School and Outdoor Learning in the Early Years (2nd ed.). SAGE.

Knight, S. (2016). Forest School in Practice: For All Ages. SAGE.

Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.

Maynard, T. (2007). Forest Schools in Great Britain: An Initial Exploration. Contemporary Issues in Early Childhood, 8(4), 320–331.

Waite, S. (2011). Teaching and Learning Outside the Classroom: Personal Values, Alternative Pedagogies and Standards. Education 3–13, 39(1), 65–82.