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Writer's pictureDanny English

Forest School- is it right for you?


The rise of outdoor education programs in the UK has been a refreshing response to growing concerns about the lack of connection children have with nature, physical activity, and holistic, experiential learning. With research consistently highlighting the mental, physical, and social benefits of outdoor learning, it’s no wonder schools are keen to incorporate more of it. Often, however, this well-intentioned shift leans heavily toward the Forest School approach, popularised through its Scandinavian origins. But here lies a fundamental issue: not every outdoor education program needs to—or should—be Forest School.


In recent years, much of my consulting work with schools has increasingly focused on realigning outdoor learning programs that were initially designed as 'Forest Schools'. Many schools, especially following the COVID-19 pandemic, turned to Forest School as they believed it to be the only viable Outdoor Education option. Unfortunately, this widespread adoption has sometimes led to misunderstandings of what a true Forest School program entails. Forest School is a specialised approach rooted in long-term, play-based learning with an emphasis on immersion in nature, but it is not a one-size-fits-all model for schools and organisations.


Recently, two newspaper articles have highlighted the challenges and misconceptions surrounding Forest School in the UK. An article in The Guardian critiqued the child-centered, play-based approach, while a piece in The Daily Mail  reported a child’s burn injury during a 'Forest School' session, raising questions around approach and safety. These articles underscore the reality that Forest School is often, and increasingly misunderstood by those outside of experienced and trained practitioners and can be misinterpreted or misused when implemented without a full understanding of its principles. Schools and organisations, eager to embrace outdoor learning but limited by resources, have at times unintentionally compromised the integrity of the Forest School model both diluting the original intent of Forest School and ignoring other valuable outdoor learning methods that could be better suited to the UK’s educational environment.


Understanding the Forest School Model


The Forest School ethos centres around long-term engagement, a commitment to play-based learning, and an environment that supports the development of a child-centered community alongside calculated risk-taking. Developed in Scandinavia, this model fits naturally within a societal framework that places high value on outdoor experiences, autonomy, and environmental stewardship from a young age. However, in the UK, implementing a pure Forest School program within an already standardised and assessment-focused educational system presents significant challenges.


Based on my recent experience I'd like to explore the six most common conflicts which emerge between Forest School and the UK education system:


1. Long-Term Engagement (At Least Two Seasons)


One of the key tenets of Forest School is its long-term nature. A Forest School program should span at least two seasons, giving children the opportunity to experience and connect with nature’s cycles. This long-term engagement fosters a deeper relationship with the natural world, builds resilience, and nurtures an appreciation for the slow, unpredictable rhythms of nature. In the UK, however, school timetables are far more rigid, often segmented into short terms driven by curriculum demands, testing, and pre-planned outcomes.


This scheduling challenge makes it difficult for schools to commit to extended, season-spanning programs without disruption. When time and resources are scarce, many schools may attempt to condense Forest School into a one-off “outdoor day” or occasional session, which misses the mark on the core principles of long-term nature immersion.


2. Consistent and Regular Sessions (At Least Fortnightly)


Forest School is most effective when children engage with it regularly—at least once every fortnight. Regularity allows children to build familiarity with the environment, form a deeper connection with their Forest School community, develop skills progressively, and feel comfortable taking ownership of their learning experiences. Unfortunately, UK schools face mounting pressures to meet academic targets, and the competition for time in the school week can make it difficult to allocate regular, uninterrupted outdoor sessions.


As a result, many schools adopt an 'as and when' approach, which might work for certain outdoor activities but doesn’t align with the consistent, evolving learning process of Forest School. The pressure to meet rigid curriculum requirements and maintain a predictable timetable clashes with the need for frequent, open-ended engagement in nature.


3. Minimum of Two Hours of Contact Time per Session


Forest School principles state that sessions should last at least two hours for children to fully engage with and benefit from the outdoor environment. Shorter sessions tend to create a rushed experience, limiting the opportunities for immersive play, exploration, and risk assessment. In practice, however, dedicating two hours to outdoor education every fortnight can be a logistical nightmare in the UK’s school system, where academic subjects are tightly scheduled, and lesson durations are often far shorter than two hours.


Schools may feel pressured to abbreviate outdoor sessions to fit them into existing structures, which undermines the Forest School experience. Compressing activities into shorter sessions risks reducing nature time to a checklist activity, rather than a transformative experience, as intended by Forest School principles and approach.


4. Play as a Primary Driver for Learning and Development


In Forest School, play is at the heart of learning. Rather than following a rigid, teacher-led plan, children are encouraged to engage in free play, experimentation, and curiosity-driven exploration. This contrasts with the UK’s emphasis on structured, outcome-oriented learning where play is often relegated to breaks or seen as secondary to academic achievement.


The play-based, non-directive approach can be difficult to reconcile within a system where educators and administrators are often assessed based on measurable academic outcomes. The flexibility of play can be challenging for UK schools to justify, as it appears to “take away” from time that could be used for standardised learning. Thus, the focus on play may be minimised, reducing a critical element of the Forest School model.


5. Risk-Taking as a Developmental Tool


One of the most distinct aspects of Forest School is its emphasis on risk-taking. Children are encouraged to assess risks, whether through climbing trees, handling tools, building unfamiliar relationships or navigating uneven terrain. This calculated approach to risk builds resilience, confidence, and independence. Yet, in the UK, a highly risk-averse culture dominates. Health and safety concerns are at the forefront, with stringent regulations often limiting the types of activities children are allowed to engage in outdoors.


For many schools, fear of liability or injury often leads to overly cautious approaches that dilute the intended benefits of Forest School. A Forest School model that’s too “sanitised” no longer aligns with its fundamental purpose of empowering children to engage with risk in a meaningful way.


6. Non-Judgmental Approach to Behavior

Forest School aims to foster an inclusive, non-judgmental environment, encouraging children to express themselves freely and manage their own behaviors in a natural setting. This approach differs from traditional disciplinary models by focusing on understanding behaviors within the context of each child’s unique experience, rather than enforcing external standards. Instead of relying on punishment or rewards, Forest School nurtures intrinsic motivation, helping children to develop self-awareness, empathy, and a genuine interest in learning and cooperation.


However, within a system that often views behavior through the lens of classroom norms, focusing on intrinsic motivation over extrinsic incentives can be challenging to implement and measure. Schools accustomed to behaviour management strategies involving clear consequences or rewards may find it difficult to fully embrace this approach, which emphasises personal growth over compliance.


Beyond Forest School: Embracing Diverse Outdoor Learning Models


Forest School is one approach among many within Outdoor Education. The insistence on implementing 'Forest School' above anything else has created a square-peg-in-a-round-hole problem, often leaving schools frustrated and the program diluted. Schools should be encouraged to explore a broader spectrum of outdoor learning models, such as:



Adventure Education

This model emphasises teamwork, problem-solving, and resilience, often using challenging outdoor activities like climbing or hiking. Adventure education fosters confidence, cooperation, and decision-making in students as they encounter and work through natural obstacles. When delivered mindfully with a focus on Nature Connection students can develop a sense of respect for the environment, often sparking interest in understanding the landscapes they explore and reinforcing their connection to the natural world.


Environmental Education

Focused on ecological literacy and sustainability, environmental education introduces students to the science of nature and conservation practices. Activities may include habitat restoration, studying biodiversity, and engaging in conservation projects. This model helps students understand the importance of ecosystems and their interdependence with humanity, encouraging them to become advocates for environmental preservation and stewardship.



The Nature Connected Curriculum

The Nature Connected Curriculum is an approach to outdoor education that integrates the Five Pathways to Nature Connection with the aims and objectives of the national curriculum, ensuring that nature connection is embedded in students' daily learning, rather than being an “add-on” or optional activity. By aligning these pathways with academic goals, this curriculum fosters children’s sense of belonging within the natural world, boosting not only their academic attainment but also their wellbeing and development as environmentally responsible citizens. (available December 2024- regoster interest here)


Climate Education

Climate education is a targeted approach that empowers students with the knowledge, skills, and motivation to understand and address climate change. Through hands-on activities such as monitoring local weather patterns, studying the effects of climate change on native species, examining carbon footprints, and experimenting with renewable energy solutions, students gain a concrete understanding of the climate crisis. This model also encourages discussions about sustainable choices, energy efficiency, and ways they can reduce their own impact on the planet. By actively engaging with climate science, students learn to think critically about global environmental challenges, fostering a sense of responsibility and readiness to contribute to solutions.


Outdoor Play Days

Less formal than Forest School, outdoor play days provide an opportunity for free, nature-based play that can complement academic lessons. Through unstructured play, students can build curiosity, creativity, and a love for the outdoors. This low-commitment approach also introduces students to nature as a space for exploration and enjoyment, promoting overall well-being and physical health while nurturing their connection to local environments.


Curriculum-Based Outdoor Learning

Curriculum-based outdoor learning takes place in the natural environment as an active classroom, integrating academic subjects such as science, math, literacy, and art with outdoor settings. By taking traditional subjects outside, students experience concepts in real-world contexts—such as measuring the growth of plants for math, studying ecosystems in science, or using descriptive language to capture sensory experiences in literacy. This model not only brings lessons to life but also reinforces learning through hands-on activities and observation, making abstract concepts more tangible and memorable.

Each of these approaches offers unique benefits that can complement traditional learning, aligning more flexibly with the structure of the UK educational system.


Embracing a Balanced Approach to Outdoor Education


When we attempt to force Forest School into the UK education system without acknowledging the inherent conflicts, we risk diluting both its effectiveness and its original purpose. A commitment to outdoor education doesn’t have to mean adhering strictly to the Forest School model. By recognising and celebrating a diversity of outdoor learning approaches, schools can create meaningful, flexible, and sustainable outdoor experiences that genuinely enrich students’ lives.


Instead of focusing solely on replicating Forest School, let’s broaden the outdoor education conversation, supporting schools in selecting the models that best suit their unique needs, resources, and students. This balanced approach preserves the integrity of the Forest School movement while empowering Outdoor Education as a whole to flourish within the UK education system.



If your school or organisation is reassessing its approach to Outdoor Education and Outdoor Learning, or if you're considering incorporating Forest School, I’d love to help. Feel free to reach out at support@dannyenglish.co.uk to discuss the best approach to meet your unique needs and values.





Sources:


Sackville-Ford, M. and Davenport, H. (2019). Critical Issues in Forest Schools. SAGE.

Cree, J. and Robb, M. (2021). The Essential Guide to Forest School and Nature Pedagogy. Milton: Taylor & Francis Group.

Knight, S. (2012). Forest school for all. London: Sage.


Elliott, F. (2024). My eight-year-old daughter was left seriously burned while making hot chocolate at school - I will... [online] Mail Online. Available at: https://www.dailymail.co.uk/news/article-14014329/daughter-left-seriously-burned-hot-chocolate-school.html [Accessed 7 Nov. 2024].

Brockes, E. (2024). I’m all for the concept of ‘forest school’ – just not the kind I pulled my kids out of. [online] the Guardian. Available at: https://www.theguardian.com/commentisfree/article/2024/aug/16/forest-school-kids-children-wholesomeness [Accessed 4 Nov. 2024].

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