Forest schools are a type of outdoor education in which children (or adults) visit forests/woodlands, learning personal, social and technical skills. It has been defined as "an inspirational process that offers children, young people and adults regular opportunities to achieve and develop confidence through hands-on learning in a woodland environment".[1]
Forest schools use the woods and forests as a means to build independence and self-esteem in school-age children. Topics are cross-curriculum (broad in subject) including the natural environment, for example the role of trees in society, the complex ecosystem supported by a wilderness, and recognition of specific plants and animals. However, the personal skills are considered highly valuable, such as teamwork and problem solving.[2] The woodland environment may be used to learn about more abstract concepts such as mathematics and communication. Forest schools are also called nature schools.
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Schedules within forest schools vary, but a typical approach is to take school children to woodland for once a week, with an initial 6 week observation and assessment period, where a baseline is produced for each child in terms of areas of their holistic development, with particular emphasis on their social and emotional aspects of learning (SEAL). Once the baseline assessment has been produced the Forest Schools Practitioner will then continue with the long term programme over the course of the academic year in order to support the child in their development and learning. The practitioner will provide opportunities for each child to develop in areas that have been identified as requiring interventions or support of any kind[3] The duration and frequency of visits influences the degree of outcome; more time spent in forest schools brings greater benefits.[4] Visits should ideally continue throughout the year, allowing children to experience all weathers and the changing seasons.
Forest schools are often "led by the child's interests" (child initiated learning) by comparison to other outdoor education which "starts with an issue agenda or problem for the children to investigate".[5] The main goals of forest schools in primary age children include encouraging curiosity and exploration with all of the senses, empowering children in the natural environment, and encouraging spatial awareness and motor development.[6]
They all learn about flora and fauna but gain more abstract benefits in social skills such as team-building and cooperation, risk management[7], project planning and recognition of each student's own achievements. By setting children small manageable tasks and giving praise, they are given a good foundation for future learning.
Personal skills such as team-building, goal setting, planning and achieving, increasing cooperation to achieve goals, as well as reviewing and recognising own achievements are developed, particularly in secondary school age students.[2] Consistent with Attention Restoration Theory, children taking part in forest schools have been described as more relaxed.[8] Relationships between the children and each other, with adults, and with the environment, are important[9]
Forest schools are part of the broader area of outdoor education. Outside the school curriculum, this extends to summer holiday camps, Scouting, Outward Bound projects and many other activities. Before children reach school age, Forest kindergartens provide a similar service.
The combination of freedom and responsibility has been particularly beneficial to children who suffer from lack of confidence or whose behaviour is challenging. With high adult:child ratios, children can safely experience activities that are often prohibited, such as climbing trees or lighting fires. The programme allows children to grow in confidence and independence and extend their abilities.
Some children do not perform well in classrooms.[10] They may come from a non-academic family background, may have a short attention span, or may just not be comfortable with the organisation of a teacher standing in front of a group of pupils. Boys in general, prefer to be outside, and learn better in this way.[11]
In a major study in the USA, students with behavioural problems in "Environment as an Integrating Context for Learning" (EIC) programmes caused fewer discipline problems than their traditionally-educated peers.[12] Similarly, Forest schools have been found to help children with additional support needs, including Attention-deficit hyperactivity disorder and autistic children.[13]
Forest school leaders are trained in activities suitable for children with such behavioural disorders,[14] for example a simplified hide-and-seek game or searching for somewhat natural-looking objects. After an Outward Bound course for young people with autistic-spectrum disorders, substantial improvements were observed.[15] For example one student asked to attend school full time, where previously he refused any more than one lesson a week. Another exhibited less extreme ADHD and all were able to manage with fewer verbal prompts than beforehand. Cedar Song Nature School[16] runs "Sensory Integration Nature Camps" specifically for autistic children "to combat nature deficit disorder".
Originally a concept developed in Sweden in the 1950s, Forest School was also adopted in Denmark where it became an embedded part of the curriculum for pre-school children (under seven years) stemming from their småbørnspædagogik, or 'Early childhood education'. Children attending Forest kindergartens were arriving at school with strong social skills, the ability to work in groups effectively, and generally children had high self-esteem and confidence in their own capabilities.
The approach moved to Wisconsin, USA in 1927 where the idea for a forest school came from Wakelin McNeel who was a 4-H leader. The first school forests in the United States were in Crandon, Laona and Wabeno which are all in Wisconsin. This ethos was introduced to the UK during the 1990s. The growth of Forest Schools has been unprecedented throughout the UK with many practitioners providing quality provision true to the original ethos.
In 1957, a Swedish man, Goesta Frohm, created the "Skogsmulle" concept to promote learning about nature, water, mountains and pollution.[17] With an increasing focus on measurable outcomes, forest schools have gained acceptance as an educational method in their own right. In Denmark, nature schools as well as forest kindergartens are popular with both school teachers and children.[18]
The Biophilia hypothesis argues that a love of nature is instinctive. The term nature deficit disorder was coined to recognise the erosion of this by the urbanisation of human society. Attention Restoration Theory and related psychological work has proven health benefits in reduced stress, improved concentration and improved medical outcomes from surgery. Scandinavian countries, rich in woodland, have maintained the human link more closely.
Various government and NGO agencies propose the use of woodland as part of the school educational curriculum; for example the Forest Education Initiative[19] and the Forestry Commission.[8] By 2006, there were approximately 140 forest schools in Britain.[1]
The governmental agencies have in some cases been set targets for the use of their resources for education or health benefits,[8] or are focused on the educational outcomes and see forestry as a step towards them.[20]
Many businesses and non-profit organisations facilitate forest school activities, for example Nature's Classroom in the Eastern USA, Cedar Song Nature School in Washington state, USA, or the Green Light Trust in Britain. In Wales training and strategic oversight is provided by Forest Schools Wales and government agencies such as the Forestry Commission who have supported research and the development of practical experience for Forest Schools practitioners. In England support has been provided by the Forest Education initiative to those initiating Forest Schools provision. Such provision is provided within schools using their own trained staff or by external independent Forest School providers. External providers and businesses have vast experience. For example, Archimedes Training have been providing Urban and Rural Forest Schools programmes to a variety of client groups for 10 years and are one of the largest Forest Schools Training providers in the UK.
Other providers include colleges such as Bridgwater College in Somerset [1] who were the pioneers of the Forest School concept in UK in 1994. Bridgwater College have since achieved many accolades for their Forest School achievements. They continue to be highly influential through their training of Forest School teaching staff and their own Forest School sessions and activities.
Some mainstream schools emphasise their forest school activities. "All the children enjoy Forest School. Children can understand some concepts more easily in the outdoor environment of Forest School than they would in the classroom. In addition it feels like a break in routine to them, yet they are still learning." [21]