Forest school is a way of teaching that takes place outdoors in natural areas. Students go to these places to learn important life skills, such as how to work with others, solve problems, and build confidence. It is described as a method that helps children, teenagers, and adults grow by learning through hands-on activities in a forest setting. Forest school can refer to both the teaching approach and the actual location where learning happens. The word "schools" is often used when talking about multiple groups or classes.
In forest school, the forest is used to teach children how to be independent and feel good about themselves. Lessons cover many subjects, including the natural world, such as how trees help society, how forests support plants and animals, and how to identify different species. Personal skills, like teamwork and problem-solving, are also important. The forest can also be used to learn about subjects like math and communication. Forest school is sometimes called a nature school.
Activities and scope
In the UK Model, schedules at forest schools can vary, but one common approach is to take students to woodlands once a week. Before starting the program, there is an initial six-week period where each child is observed and assessed to create a baseline for their overall development, with a focus on their social and emotional learning (SEAL). After the baseline is completed, the Forest School Leader/Practitioner continues with a long-term program to support the child’s growth. The practitioner offers activities to help children improve in areas where they need extra help. The amount of time and how often children visit the forest school affects how much they benefit. Ideally, visits should happen throughout the year so children can experience different weather and seasons.
Forest schools are open to students of all ages. Unlike other outdoor education programs, which often begin with a specific problem or task to solve, forest schools are usually led by the children’s interests. For younger students, the main goals include encouraging curiosity and exploration using all the senses, helping children feel confident in nature, and improving their ability to move and understand space. Forest schools often have more adults per child than some other learning styles to keep children safe in a more challenging environment.
For older children, forest school helps improve social skills and encourages creative learning. It also helps build strong bases for future personal and educational growth. It is sometimes used as an alternative to regular school or as a way to help children return to school.
Studies show that children in forest school are often calmer. Building strong relationships between children, adults, and the environment is important. Simple meditation activities, like sit spots, help children stay mindful in nature.
Forest school is part of a larger area of outdoor education. Outside of school, this includes summer camps, Scouting, Outward Bound projects, and other activities. Before starting school, forest kindergartens offer similar programs.
Currently, forest school programs are taking place in Australia, Canada, New Zealand, the USA, Malaysia, Switzerland, Spain, Israel, Ireland, Germany, and the United Kingdom.
Supporting exceptional children
The combination of freedom and responsibility has helped children who struggle with confidence or have difficult behavior. With more adults for each child, they can safely try activities that are usually not allowed, like climbing trees or starting fires. Children are free to explore the forest area, which teaches them how to stay safe and move around comfortably. The program helps children build confidence, become more independent, and improve their skills.
Some children find it hard to do well in classrooms. These programs encourage them to use their natural curiosity and develop a desire to learn. These children might come from families that do not focus on school, might have trouble staying focused for long periods, or might feel uncomfortable when a teacher speaks to a group of students. Many boys learn better when they are outside.
A large study in the United States found that students with behavior problems in "Environment as an Integrating Context for Learning" (EIC) programs had fewer discipline issues than students who attended traditional schools. Forest schools also help children who need extra support, such as those with Attention-deficit hyperactivity disorder and autistic children.
History
In the 1950s, the idea of forest kindergartens began in Denmark and later in Sweden. In Denmark, this approach became part of the early childhood education system for children under seven years old, known as "småbørnspædagogik." Children who attended these programs often arrived at school with strong social skills, the ability to work well in groups, and confidence in their abilities.
In 1957, a Swedish man named Gösta Frohm created the "Skogsmulle" concept to teach children about nature, water, mountains, and pollution. Over time, forest schools have become accepted as a valuable educational method. In Denmark, both nature schools and forest kindergartens are popular among teachers and students.
The biophilia hypothesis suggests that people naturally enjoy being in nature. The term "nature deficit disorder," introduced by Richard Louv in his 2005 book Last Child in the Woods, describes the negative effects of reduced time in nature due to urban living. Studies in psychology show that spending time in nature can reduce stress, improve focus, and help with recovery after surgery. Scandinavian countries, which have many forests, have kept the connection between humans and nature stronger. Forest school practices use modern teaching methods for children and adults.
This idea was brought to the UK in the 1990s from Denmark. Since then, forest schools in the UK have grown rapidly, forming a unique model called the UK Model. In 1994, Bridgwater College in Somerset became the first school in the UK to introduce forest school programs after staff visited Denmark to learn about the Danish/Nordic model.
Government and non-profit groups suggest using forests as part of school education. For example, the Forest Education Initiative and the Forestry Commission support these efforts. By 2006, there were about 140 forest schools in Britain.
Some government agencies have goals to use forests for education or health benefits. Others focus on improving learning outcomes and see forestry as a way to achieve these goals.
Many businesses and non-profit groups help create long-term forest school programs. In Wales, Forest Schools Wales and the Forestry Commission provide training and support. In England, the Forest Education Network (which replaced the Forest Education Initiative) helps schools start forest school programs. These programs are run by trained school staff or outside experts.
Many organizations now offer training courses in the UK to help teachers deliver forest school programs. The OCN Level 3 training course is the most widely recognized in the UK.
The Forest School Association was created in 2012 in the UK. It was formed from the Institute of Outdoor Learning's Forest School Special Interest Group. In Northern Ireland, the Northern Ireland Forest School's Association runs after-school Nature Ranger clubs, teacher training, and other activities.
In Canada, the first forest school was started in 2007 by Marlene Power. It was called Carp Ridge Preschool and was near Ottawa. In 2012, Power founded Forest School Canada, part of the Child and Nature Alliance of Canada. This group supports education, networking, and standards for forest schools in Canada.
The movement has spread to Canada's provinces and is mainly linked to private schools. However, some public schools now support forest schools. For example, the Nature Kindergarten pilot is a partnership between the Sooke District School Board and several universities and colleges.
Terminology
People have tried to protect common terms connected to forest school using copyright or trademark laws. However, there is no known protection for the terms "forest school" or "forest schools."