forest school research papers uk

• DOI: 10.1016/J.UFUG.2007.03.006
• Corpus ID: 55433562

Forest school and its impacts on young children: case studies in Britain.

• L. O’Brien , R. Murray
• Published 15 November 2007
• Environmental Science, Education
• Urban Forestry & Urban Greening

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227 Citations

Learning outdoors: the forest school approach, developing a relationship with nature and place: the potential role of forest school, forest schools and environmental attitudes: a case study of children aged 8–11 years, forest school for wellbeing: an environment in which young people can ‘take what they need’, forest school, reviewing two decades of research on the forest school impact on children: the sequel, learning while playing: children's forest school experiences in the uk, ‘our forest school isn’t just the trees.’ forest schools: micro-communities for social and emotional development, the perception, management and performance of risk amongst forest school educators, affordances in nature: australian primary school children identify learning opportunities, 35 references, the human relationship with nature: development and culture.

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CHILDREN SHOULD BE SEEN AND NOT HEARD: THE PRODUCTION AND TRANSGRESSION OF ADULTS' PUBLIC SPACE

Growing up in the inner city, landscape as playscape: the effects of natural environments on children's play and motor development, children's special places: exploring the role of forts, dens, and bush houses in middle childhood, angels and devils: moral landscapes of childhood, participatory action research as a process and as a goal, childhood outdoors: toward a social ecology of the landscape, young children and the natural world, a psychological perspective, related papers.

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Forest school.

Forest School is brilliant outdoor play & learning for Early Years & Primary age children - it develops skills, confidence, well being & nature connection. And here's (some of) the proof!

We've gathered together work by academics & professionals looking into the quantitative and qualitative benefits of Forest School.

The evidence continues to grow & new research continues to be undertaken. This is by no means an exhaustive list. Do contact us if you know of more to add: [email protected]

These reports & research are, as much as possible, arranged in chronological order, most recent at the top.

Loose parts, dens & block play

The outdoor practitioner magazine, woodworking & tools, enabling environments (outdoors), outdoor play, health & wellbeing, outdoor clothing, bushcraft, shelters & traditional crafts, fire, foraging & food, methods & approaches, inclusion & diversity, learning outdoors, nature & nature connection, art & creativity, farms & animals, growing & gardens, sports & adventure, the breeze forest school project 2018-21 evaluation report, executive summary.

This report details three years of co-produced research between Newcastle University, Scotswood Garden and four schools in the North East of England between September 2018 and July 2021. The research evaluated the impact of the Breeze Project, which uses a Forest School (FS) approach to work with schools to support the needs of children and young people (CYP) aged 5 to 16 years with social and emotional difficulties. Lucy Tiplady, Newcastle University.

Breeze Executive Summary 2022

pdf, 5.84 MB

Forest School for wellbeing: an environment in which young people can ‘take what they need’

Academic paper documenting the methodology and results of the Breeze Project. Lucy S E Tiplady & Harriet Menter, Journal of Adventure Education & Outdoor Learning, 29 Feb 2020.

Forest School for wellbeing an environment in which young people can take what they need

pdf, 1.62 MB

Breeze Forest School for Wellbeing

An Analysis of the Impact of Forest School Provision on Early Years Foundation Stage Outcomes Using CASEY

After data analysis, Arnold and Knight believe that it may be possible to demonstrate that Forest School activity in early years settings is having an impact on children’s development in the personal, social and emotional domain. Arnold, G. & Knight, S. (2019) in M. Shelley & S.A. Kiray (Ed.) Education Research Highlights in Mathematics, Science and Technology 2019.

The Hare and the Tortoise go to Forest School: Taking the scenic route to academic attainment via emotional wellbeing outdoors

Young children from disadvantaged backgrounds participating in a 3-year Forest School show increased well-being and academic development. This study explored the concept that, for disadvantaged children, wellbeing through outdoor learning plays an important role in school-readiness and achievement. Researchers explored the impact of a Forest School intervention programme on participating children’s nature connection, emotional well-being and academic development. McCree, M., Cutting, R., Sherwin, D., (2018).

Place-based nature kindergarten in Victoria, Australia: No tools, no toys, no art supplies

'In this paper Victorian educators from the Early Childhood Outdoor Learning Network (Australia) respond to concerns regarding the direction of Forest Schools and the commodification of Forest School practices in the UK, and the suggestion that a similar model of Forest Schools has spread to Australia.' Journal of Outdoor and Environmental Education, 2018.

Nest in the Woods: Forest School research

Great summary of recent research into the range of benefits of Forest School and being outdoors, with references and links. Nest in the Woods.

Study reveals how Forest Schools can benefit children’s development

Forest Schools are a growing phenomenon in the UK, but what impact does getting children outside of the classroom have on their overall development? Short video and written summary of educational outreach work undertaken by Loughborough University. 18 October 2017.

Well-being in the Woods (pdf)

Excellent report from Jon Cree – it summarises the Forest School Association 2017 conference, but also asks the question ‘What does Forest School have to contribute to health and well-being?’ and considers Jules Pretty’s three types of engagement to increase regular attentiveness and immersion – Nature engagement; Social engagement; and Craft engagement.

Outdoor learning spaces: the case of forest school

“The research shows that the outdoor space provides new opportunities for children and teachers to interact and learn, and revealed how forest school leaders and children co-create a learning environment in which the boundaries between classroom and outdoor learning, teacher and pupil, are renegotiated to stimulate teaching and learning.” Frances Harris, Department of Biological & Environmental Sciences, University of Hertfordshire, 10 May 2017.

Nature Preschools & Forest Kindergartens: 2017 National Survey

Full report of the ‘national survey of nature-based early childhood educators. More than 250 nature programs … serve approximately 10,000 children every year … However, the survey also suggests that the programs do not reflect the cultural and linguistic diversity of our nation.’ Natural Start Alliance (US), 2017.

Forest Research: children & young people’s engagement with nature

Exploring how children & young people experience nature, including trees & woodlands, & how this can potentially lead to a wide range of health, wellbeing & learning benefits. Forest Research, started 2005, ongoing.

A critique of Forest School: Something lost in translation

This critique is written in the spirit of engaging in robust discussion and debate around Forest School in order to see the difficulties addressed and the positive contributions continue. Sections include • Forest School as a social construction • Forest School pedagogy • The commodification of Forest School • The positive aspects of Forest School. Mark Leather, University of St Mark & St John, Plymouth, September 2016.

Impacts of Long Term Forest School Programmes on Children’s Resilience, Confidence & Wellbeing (pdf)

This research study analysed articles, research studies and case studies on outdoor learning and then evaluated the impacts of long term Forest School programmes on children’s resilience, confidence and wellbeing. It established that long term Forest Schools programmes had positive impacts on children’s resilience, confidence and wellbeing. Sarah Blackwell, Get Children Outdoors, c2015.

The impact of regular Forest School sessions on young teenagers wellbeing

Otterhead Forest School, Taunton – Forest School for young teenagers. ‘Research focus: to observe and document the impacts of the Forest School (FS) process on the wellbeing of young people, especially those who only came for six sessions, rather than longer term participants.’ Part of the Good From Woods Project, 2014.

The Benefits of a Forest School Experience for Children in their Early Years

Looking at Forest School provision in Worcestershire LEA. Research into benefits on aspects of development, life long learning, risk taking, transition into a FS environment, the role of the practitioner, & implications for settings establishing their own provision. Sam Massey, 2013.

Forest of Avon Trust – City of Bristol College – Forest ‘School’ for young people

Investigating ‘the potential impacts on health and wellbeing of woodland activities provided in Forest School-style sessions. Research carried out with a group of young people with learning difficulties.’ Part of the Good From Woods Project, 2011.

Forest of Avon Trust – ShireLink – Forest ‘School’ for adults

‘Forest School is promoted nationally as playing a beneficial role in child development, but less attention is given to its potential benefits for adults. This study worked with a group of adults with learning disabilities who attend a daycare centre in Bristol.’ Part of the Good From Woods Project, 2011.

Can Forest School Act as a Spur to Better Quality Outdoor Experiences? (pdf)

Report summing up Forest School, some of the research into its benefits, and some challenges. Sara Knight, Anglia Ruskin University, c2009.

A Marvellous Opportunity to Learn: a participatory evaluation of Forest School in England and Wales

Found the following value added benefits

• rich supply of resources and materials for use in other curriculum areas
• opportunities to involve parents and wider community
• chance for staff to observe students in a different setting
• opportunities for staff to learn new skills, and enjoy the benefits of Forest Schools too!
• offers an alternative to our over-reliance on digital and electronic sources for recreation, learning, socialising
• offers an opportunity to become fitter and healthier
• participants learn to recognise and assess risks for themselves

Liz O’Brien & Richard Murray, New Economics Foundation, 2003.

Forest School and its impacts on young children: Case studies in Britain (pdf)

The research highlights that children can benefit in a range of ways. Six themes emerged from the data of the positive impacts on children in terms of confidence, social skills, language and communication, motivation and concentration, physical skills and knowledge and understanding. Liz O’Brien & Richard Murray, Urban Forestry & Urban Greening 6 (2007) 249–265.

Such enthusiasm – a joy to see: Evaluation of Forest School: Phase 2 – England

Outlines what Forest School is, how it came into being in Britain and what children do at Forest School, and explores the benefits and impacts of Forest School on children over an extended period of time. Forest School Research, October 2005.

Forest School Evaluation Project: A Study in Wales

For children taking part there is a link between Forest School activities carried out in a specific environment and six specific, positive outcomes that relate to their self-confidence, self-esteem, team working, motivation, pride in, and understanding of their surroundings. Richard Murray, New Economics Foundation, April to November 2003.

Research, reports: health, wellbeing

Evidence for the benefits to children of outdoor play and learning & spending time in nature.

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Evidence for the benefits to children of learning outdoors, to academic achievement of taking the curriculum outside, and research into other aspects of learning outside the classroom.

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Research documents are, as much as possible, arranged in chronological order, most recent at the top

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Study reveals how Forest Schools can benefit children’s development 18 October 2017

Forest Schools are a growing phenomenon in the UK, but what impact does getting children outside of the classroom have on their overall development? Researchers at Loughborough University hope to find out.

The ‘Forest School’ concept originated in Scandinavia, where schools use local woodland areas to hold outdoor activities which foster children’s problem-solving and cooperation skills, as well as their confidence and self-esteem.

They are most common in early years and primary school settings, but until now little research has been done to demonstrate their impact on children’s learning and school experiences.

Dr Janine Coates of the School of Sport, Exercise and Health Sciences and Dr Helena Pimlott-Wilson of the Department of Geography have conducted preliminary research in two primary schools in Nottinghamshire, one early years foundation class (4-5 years) and a Year 4 class (8-9 years).

Their initial findings suggest that engaging in a Forest School can contribute to the development of collaborative learning skills, by encouraging children to work with others on challenging outdoor activities.

This type of ‘experiential’ learning also appears to equip children with practical skills and an appreciation for being outdoors, which they can then transfer to family activities outside of school.

Forest Schools have also shown to be popular with head teachers and group leaders alike; citing a shift in focus away from the pressures of attainment and achievement and towards an inclusive way of developing children beyond academic skills and giving a more rounded educational experience.

One head teacher who took part in the study said Forest School gives children a “positive mindset towards school”.

“If they don’t enjoy school and feel all of the benefits that they can have from being part of a school, then getting the three R’s [reading, writing and arithmetic] into the minds of those children is going to be beyond a challenge.”

A larger study is planned for 2018.

Loughborough opened its own Forest School in late 2016, working with a local nursery to establish the initiative using the University’s Holywell Wood.

The children visit the woodland three to four days per week throughout the year, where they are given opportunities to explore the area, learn to identify the flora and fauna, as well as make fires, build dens and climb trees.

The space makes use of sustainable resources, including a fire circle built from local wood, and bug and hedgehog ‘hotels’ made from naturally sourced materials.

Danielle Marsh at Westwards Nursery in Loughborough leads the Forest School sessions at Holywell Wood.

She said: “It is a fabulous opportunity for children to explore the outdoor environment, develop a connection with nature and improve a whole range of skills from personal, social and emotional, to physical development and communication.

“They really enjoy participating in the activities and learning all about the woodland.”

The University’s Sustainability team has coordinated the project with Westwards Nursery.

Jo Shields, Sustainability Manager at Loughborough University said: “Promoting our sustainability initiatives in our community allows us to share the naturally biodiverse campus we live, work and play on.

“Engaging with the younger generation through educational outreach projects is one of our key objectives as it not only supports development, but it also means children are learning about the world and how to enjoy it and look after it.”

Notes for editors

Press release reference number: 17/147

Loughborough University is equipped with a live in-house broadcast unit via the Globelynx network. To arrange an interview with one of our experts please contact the press office on 01509 223491. Bookings can be made online via www.globelynx.com

Loughborough is one of the country’s leading universities, with an international reputation for research that matters, excellence in teaching, strong links with industry, and unrivalled achievement in sport and its underpinning academic disciplines.

It has been awarded five stars in the independent QS Stars university rating scheme, named the best university in the world to study sports-related subjects in the 2017 QS World University Rankings and top in the country for its student experience in the 2016 THE Student Experience Survey.

Loughborough is in the top 10 of every national league table, being ranked 6th in the Guardian University League Table 2018, 7th in the Times and Sunday Times Good University Guide 2018 and 10th in The UK Complete University Guide 2018. It was also named Sports University of the Year by The Times and Sunday Times Good University Guide 2017.

Loughborough is consistently ranked in the top twenty of UK universities in the Times Higher Education’s ‘table of tables’ and is in the top 10 in England for research intensity. In recognition of its contribution to the sector, Loughborough has been awarded seven Queen's Anniversary Prizes.

The Loughborough University London campus is based on the Queen Elizabeth Olympic Park and offers postgraduate and executive-level education, as well as research and enterprise opportunities. It is home to influential thought leaders, pioneering researchers and creative innovators who provide students with the highest quality of teaching and the very latest in modern thinking.

Study reveals how Forest Schools can benefit children’s development

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Kristy diaz, publications officer.

• 01509 222287

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Forest school: A marvellous opportunity to learn

Lead Author: Forest Research

Legacy socio-economic research relating to: Well-being and quality of life

Forest school: A marvellous opportunity to learn (PDF-160K)

Access our current and recent socio-economic research .

serg_forest_school_research_summary

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• FSA Members Directory

FSA Book: Growing a Forest School from the roots up!

The following is a collection of research and readings relating to Forest School issues. This is an interactive and dynamic facility. Inclusion or omission should not be seen as a value judgement of any kind, other than that of being relevant to Forest School in some way. Members are invited to submit suggestions to add to the list.

2012 Doyle, J. and Milchem, K. (2012) Developing a Forest School in Early Years Provision, London: Practical Pre-School Books. A new book from two well-known Forest School practitioners. Practical advice for early years practitioners.

Economist Intelligence Unit (2012) Starting Well: Benchmarking early education across the world, London: The Economist. Report based on research data about how investment in quality early years provision translates as a successful workforce.

Knight, S. Edt. (2012) Forest School for All, London: Sage. How FS is used across ages and in different ways in the UK.

Kratftl, P., Horton, J. and Tucker, F. (2012) Critical Geographies of Childhood and Youth. Bristol: The Policy Press. Relating to the importance of a sense of place to healthy children.

Leather, M. (2012) Seeing the Wood from the Trees: constructionism and constructivism for outdoor and experiential education, University of Edinburgh, accessed at http://oeandphilosophy2012.newharbour.co.uk/wp-content/uploads/2012/04/Mark-Leather.pdf An academic appraisal of the pedagogy of Forest School.

Nilsson, et al., Eds (2012) Forests, Trees and Human Health, USA: Springer Books. Collection of academic writings on the impact of Forests on health, particularly mental health.

2011 Blackwell, S. and Pound, L. (2011). Forest Schools in the Early Year., In Miller, L. & Pound, L. (2011) Theories and approaches to learning in the early years, London: Sage. Chapter co-authored by a well-known Forest School practitioner.

Knight, S. (2011) Forest School as a Way of Learning in the Outdoors in the UK. International Journal for Cross-disciplinary Subjects in Education (IJCDSE), Special Issue Volume 1 Issue 1, 2011. The start of an investigation about the nature of FS .

Lindon, J. (2011, 2nd edt) Too Safe For Their Own Good? London: National Children’s Bureau. The importance of risk in the early years.

Waite, S., edt (2011) Children Learning Outside the Classroom, London: Sage. Focuses on primary aged pupils, and includes Forest School.

Wattchow, B. and Brown, M. (2011) A Pedagogy of Space. Victoria, Australia: Monash University Publishing. A reflection on the importance of place to all forms of outdoor learning and adventure experiences.

Wooley, H., Pattacini, L. & Somerset-Ward, A. 2009. Children and the natural environment: experiences, influences and interventions – Summary. Natural England Commissioned Reports, Number 026. One of many research-based reports available from http://publications.naturalengland.org.uk/publication/43008?category=129003

2010 Louv, R. (2010, 2nd edt) Last Child in the Woods: Saving Our Children from NatureDeficit Disorder. London: Atlantic Books. Influential American polemic by a passionate journalist that led to the founding of the Children and Nature Network.

2009 2008 2007 Barnes, S. (2007) How to be Wild. London: Short Books. English polemic by a passionate journalist that recommends that we find the wild inside each of us.

Burls, A. (2007) People and green spaces: promoting public health and mental well-being through ecotherapy. London: Journal of public mental health vol 6 issue 3. Research paper focusing on adult mental health.

Casey, T. (2007) Environments for Outdoor Play. London: Paul Chapman. Practical advice for practitioners about finding outdoor spaces for younger children.

Gill, T. (2007) No Fear: Growing Up in a Risk Averse Society. London: Caloustie Gulbenkian Foundation. Influential report on the wider implications for child development of avoiding risk. Henderson, B. & Vikander, N., Eds (2007) Nature First: Outdoor Life the Friluftsliv Way, Toronto, Canada: Natural Heritage Books. A philosophical exploration of living in nature, and the ideology of Friluftsliv.

Hope, G., Austin, R., Dismore, H., Hammond, S. and Whyte, T. (2007) ‘Wild Woods or Urban Jungle: Playing it Safe or Freedom to Roam’, Education 3–13, 35 (4): 321–32. Tackling safety issues from an educational perspective.

Maynard, T. (2007a) ‘Forest Schools in Great Britain: An Initial Exploration’, Contemporary Issues in Early Childhood, 8 (4): 320–31. An academic exploration of some early examples of FS.

Maynard, T. (2007b) ‘Encounters with Forest School and Foucault: a Risky Business?’ Education 3–13, 35 (4): 379–91. Considering why some teachers initially found FS challenging.

O’Brien, L and Murray, R. (2007) Forest School and its impacts on young children: case studies in Britain. Urban Forestry and Urban Greening, 6: 249-265, accessed at http://www.forestry.gov.uk/fr/infd-5z3jvz Academic paper based on research used for 2006 report

Peacock, J., Hine, R. & Pretty, J. (2007) Ecotherapy Report, London: MIND, available at http://www.mind.org.uk/campaigns_and_issues/report_and_resources/835_ecotherapy Report of research undertaken with adults using outdoor therapies.

Tovey, H. (2007) Playing Outdoors, Spaces and Places, Risk and Challenge. Maidenhead: Open University Press. A discussion of the strands that make quality outdoor perspectives with a Froebelian perspective.

Waller, T. (2007) ‘The Trampoline Tree and the Swamp Monster with 18 Heads: Outdoor Play in the Foundation Stage and Foundation Phase’, Education 3– 13, 35 (4): 393–407. Research exploring how young children form relationships with wilder spaces.

Waters, J. and Begley, S. (2007) ‘Supporting the Development of Risktaking Behaviours in the Early Years: An Exploratory Study’, Education 3–13, 35 (4): 365–77. Academic support for risk in the early years.

2006 Borradaile, L. (2006) ‘Forest School Scotland: An Evaluation’, www.forestry.gov.uk. Replication of the Murray and O’Brien research into the value of Forest School for young primary school children.

Davis, B., Rea, T. and Waite, S. (2006) ‘The Special Nature of the Outdoors: its Contribution to the Education of Children aged 3–11’, Australian Journal of Outdoor Education, 10 (2): 3–12. Australia generates valuable research and writing relevant to FS.

Little, H. (2006). Children’s risk-taking behaviour: Implications for early childhood policy and practice. International Journal of Early Years Education, 14(2), 141-154. Academic support for risk in the early year s.

O’Brien, L. and Murray, R.(2006) A Marvellous Opportunity for Children to Learn. Report carried out by the Forestry Commission and New Economics Foundation (NEF),www.neweconomics.org. Report of the first published research into the value of Forest School for young primary school children.

Palmer, S. (2006) Toxic Childhood. London: Orion. English polemic by a passionate teacher that suggests that we are failing the next generation by the lifestyle we are creating.

Ryder Richardson, G. (2006) Creating a Space to Grow. London: David Fulton. Practical advice for practitioners about finding outdoor spaces for younger children.

Waller, T. (2006) ‘Don’t Come Too Close to My Octopus Tree: Recording and Evaluating Young Children’s Perspectives on Outdoor Environments’, Children, Youth and Environments, 16 (2): 75–104. Research exploring how young children form relationships with wilder spaces.

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Forest School Research

Education and indeed Forest School do heavily the rely on research.  In The UK there has been a significant amount of Research completed around Forest School’s in particular it’s impact on children. Below you will find summaries of a number of research papers and their findings, click on the table to see the original article:

Overall Evaluation : The research was very positive and really supported the ethos behind the Forest School Program. However it was interesting to note the small sample size in all the research projects. It would be good to find some research that brings together a project nationally to see the impact on a much larger group of pupils. 

I personally am a fan of Action Research, I believe using research to inform you practice, then monitoring it’s impact and then developing practice further is essential for any educator. This method works very well with the Forest School and acts on something we would do instinctively anyway. Looking at our sessions after and deciding how we will do them better next time.