The Essential Guide to Forest School and Nature Pedagogy

Authors: Jon Cree & Marina Robb

This is a practical blueprint for setting up and running Forest School. Within you’ll find pedagogy, risk–benefit guidance, lesson planning and lots of assessment tools.
Jon and Marina are two highly respected UK trainers with decades of experience in outdoor learning and education.
👉 Available from Routledge and Amazon.

The Archimedes Forest Schools Model

Author: Sarah Blackwell

Outlines the structured Archimedes approach — a long-term, child-led model that has trained thousands worldwide. Essential for anyone interested in Forest Schools.
Sarah is the founder of Forest Schools Education and Archimedes Training, and is a pioneer in global Forest School training.
👉 Available at ForestSchools.com and Amazon Kindle. 🌳

The Stick Book

Author: Fiona Danks and Jo Schofield

This activity-packed book provides you with 70 suggestions for things to do with a stick including bushcraft adventures, creative play, woodcraft and conservation, music and more. From building a den to making a magic wand, from a game of 'capture the flag' to creating a sun clock, the possibilities are endless.

👉 Available on Amazon

100 Forest School Activities

Authors: Naomi Walmsley & Dan Walmsley

Packed with practical ideas — fire-lighting, shelter building, storytelling and nature art. A brilliant go-to for quick inspiration.
Naomi and Dan are Forest School leaders with years of hands-on experience running sessions.
👉 Available on Amazon

A Year of Forest School

Authors: Jane Worroll & Peter Houghton

A treasure chest of seasonal activities to engage children all year long — from nature crafts to campfire skills. Ideal for parents, teachers and Forest School leaders.
Jane and Peter are certified practitioners who have led countless woodland sessions.
👉 Available on Amazon

Forest school for All

Editor: Sara Knight

Anyone interested in how to implement the Forest School ethos in their learning environment will be enthused and inspired by this book.

Sara Knight is an experienced early years educator and Senior Lecturer at Anglia Ruskin University. She is a trained Forest School practitioner and author of Forest Schools and Outdoor Learning in the Early Years and Risk and Adventure in Early Years Outdoor Play (both published by SAGE).
👉 Available on SAGE and Amazon

What Happens in a Child’s Brain When They Play Outdoors?

“Children aren’t just using their bodies when they play outside, they’re building their brains.”

When we think about learning, many of us picture children sitting at tables, listening carefully, writing, counting or reading but long before children can sit and concentrate in a classroom, their brains are learning in a very different way.

They learn by moving, by touching exploring, climbing, by asking questions, making mistakes and trying again.

The brain develops through experience, and some of the richest experiences happen outdoors.

At Forest School, we don’t separate learning from play because neuroscience tells us they are deeply connected. Every time a child balances across a log, negotiates with a friend over how to build a den or carefully whittles a stick, millions of neural connections are being strengthened. The brain is constantly adapting to the experiences it is given.

The question is…

What kind of experiences are we offering?

The brain is built, not born finished

Although babies are born with almost all the brain cells they will ever have, the connections between those cells develop over time. Those connections are strengthened through repeated, meaningful experiences.

Think of it like walking through a woodland. The first time you walk through long grass, there’s no obvious path. Walk the same route every day and a clear track begins to appear.

The brain works in much the same way. The more children practise a skill, whether that’s balancing, problem-solving or recognising emotions, the stronger those neural pathways become.

This is why childhood experiences matter so much. Children are literally building the architecture of their brains.

Movement feeds the brain

Children were never designed to sit still for hours. Movement isn’t something they do after learning, it is one of the ways they learn. When children climb trees, jump across streams, crawl under branches or carry logs, they’re developing far more than muscles.

They’re strengthening systems responsible for:

Balance
Coordination
Spatial awareness
Body awareness (proprioception)
Vestibular processing (our sense of balance and movement)
Motor planning

These physical systems are closely linked to attention, concentration and self-regulation.

A child who has had opportunities to move, climb and explore often arrives at quieter activities more settled and ready to engage.

Movement prepares the brain for learning.

Nature calms a busy brain

Have you ever noticed how different you feel after spending time in nature?

Children experience this too.

The natural world provides a different kind of stimulation from many indoor environments. Rather than bright lights, constant noise and rapid changes demanding attention, woodlands offer patterns, sounds and textures that are often more gentle and predictable.

The rustling of leaves, birdsong, the rhythm of footsteps, the flicker of firelight, the sound of rain on waterproofs. These experiences can help many children feel calmer and more grounded.

When children feel emotionally safe, their brains are better able to think, explore and learn. This doesn’t mean Forest School is always quiet, far from it! There is laughter, excitement and energetic play but the environment itself often provides opportunities for children to regulate themselves naturally.

Curiosity is the engine of learning

One of the greatest strengths of Forest School is that it nurtures curiosity.

A child notices an unusual fungus. They ask why it grows there. They compare it with another, they wonder if animals eat it. They look underneath a log and they discover insects. Now they have even more questions. No one had to tell them to learn. Curiosity did the work.

When children follow their own interests, they’re more likely to stay engaged, remember what they’ve discovered and develop a lifelong love of learning.

At Forest School, we don’t rush children past their questions. We encourage them to investigate.

Sometimes the most valuable thing an adult can say is "I wonder…”

Executive function: the brain’s “air traffic control”

Scientists use the term executive function to describe the mental skills that help us plan, focus, remember instructions, manage our emotions and adapt when things change.

These skills don’t develop overnight. They grow through real-life experiences.

Think about a child lighting a fire. They must remember the safety rules, gather suitable materials, follow each step in order, stay focused and adjust their approach if something isn’t working. They control their impulse to rush. All of these experiences strengthen executive function.

The same happens when children build dens, cook over the fire, navigate woodland or work together on a shared project. They’re not simply completing an activity, they're exercising the very skills they’ll use throughout life.

Relationships shape the brain too

Brains don’t develop in isolation, they grow through relationships.

At Forest School, children experience adults who listen, encourage and guide rather than constantly direct.

Instead of saying:

“Do it like this.” We might ask "What have you noticed?”, “What do you think will happen?” Or "Would you like another go?”.

These conversations build confidence because they tell children that their ideas matter. Positive relationships create the emotional safety children need to take risks, solve problems and persevere through challenges.

Why boredom can be brilliant

One of the biggest differences between Forest School and many organised activities is that children aren’t entertained every minute.

Sometimes they say "I’m bored.” That can feel uncomfortable for adults but boredom is often the space where imagination begins. Without constant instructions, children start inventing games.

They build, they create, they explore, they notice and they wonder. They become the authors of their own play, creativity rarely appears because someone handed us a script! It grows when we’re given time and space to think.

Every child develops differently

It’s important to remember that no two brains develop in exactly the same way. Some children race into new experiences and others watch quietly before joining in. Some of them will climb every tree whilst others spend an hour studying a beetle.

Neither child is 'doing' Forest School wrong, both are learning.

At The Green Adventure Forest School, we celebrate these differences because development isn’t a race. Children flourish when they’re given time, trust and opportunities that match where they are.

The woodland is the classroom

At Forest School, we don’t see the woodland as simply a place where learning happens. The woodland is part of the learning itself. Every changing season brings new challenges and every fallen branch becomes a possibility. A puddle is an invitation to investigate. Nature doesn’t hand children all the answers, it gives them meaningful questions and perhaps that’s one of the greatest gifts we can offer. Not just knowledge but curiosity. Not just confidence but the belief that they can keep learning because when children spend time outdoors, they’re not simply making memories, they are building brains and the pathways they create today may shape how they think, feel and learn for years to come.

The Science Behind Forest School

They’re just playing… aren't they?

The hidden learning happening at Forest School.

When we watch children at Forest School, it’s easy to see what they’re doing on the surface.

They’re climbing trees, building dens, collecting sticks, making mud pies, balancing on logs, playing in the hammock, cooking on the fire, using tools and getting muddy.

To an adult passing by, it might simply look like children playing and it is. But it is so much more than that because while children are playing, they are also developing the skills they need to navigate the world around them. They are learning how their bodies work, they're figuring out how to manage risk, they're negotiating with friends, they're solving problems, they're managing frustration, they're developing confidence, they're communicating and they're making decisions. And often, they’re doing all of this without even realising they’re learning.

This is one of the reasons I love Forest School so much. The learning isn’t always obvious. There isn’t always a worksheet, a finished product or a clearly defined outcome. Sometimes the most important learning happens in the moments that look the least structured.

One experience. So many areas of development.

Take a child building a den. At first glance, they’re simply gathering sticks and putting them together but look a little closer. They’re developing physical skills as they lift, carry, drag and position branches. They’re developing gross motor skills as they move around uneven ground and navigate the woodland. They’re using fine motor skills when tying knots, manipulating materials or arranging smaller objects. They’re developing problem-solving skills as they work out why their den keeps falling down. They’re developing critical thinking as they ask “What could I do differently?”, they're developing language and communication too as they explain their ideas to others. They’re developing social skills as they negotiate who does what and they're learning about cooperation when they realise that sometimes working together is easier than working alone. They’re developing resilience when something doesn’t work and they’re developing creativity and imagination when that pile of sticks becomes a home, a castle, a shop, a spaceship or anything else they can imagine.

One activity. So many layers of learning. And that’s the beauty of Forest School.

Learning doesn’t always look like learning

In traditional environments, we can sometimes expect learning to look a certain way.

A child sitting at a table, a piece of work being completed, an adult asking questions, a child giving the “right” answer. But children’s brains don’t only learn when they’re sitting still. Children learn through movement, relationships, sensory experiences, repetition, exploration, experimentation and play.

At Forest School, children have the opportunity to use their whole bodies and all of their senses. They feel the texture of moss, they listen to birdsong, they smell the earth after rain, they notice the changing seasons, they feel the weight of a branch, they experience the warmth of a fire and they hear the crunch of leaves beneath their feet. These experiences provide children with rich opportunities to make connections between themselves and the world around them and when children are deeply engaged in something that matters to them they’re often motivated to keep trying, experimenting and problem-solving.

“I can’t do it!”

One of my favourite moments at Forest School is when a child says “I can’t do it.” Because more often than not, that’s where the real learning begins. Perhaps they’re trying to climb a tree, build a shelter, light a fire, tie a knot, balance across a log, use a tool or solve a problem they’ve created themselves.

Our instinct as adults can be to step in, to make it easier, to show them how and to prevent them from becoming frustrated but what happens if we pause? What happens if we give them time? What happens if instead of saying “Let me do it,” we say “What could you try?”, “What do you notice?”, “Is there another way?”, “Would you like some help, or would you like to try again?”.

That space allows children to experience something incredibly valuable. The feeling of figuring something out for themselves. They experience challenge, they experience frustration, they're make mistakes and they try again. And eventually, they might succeed. That moment can build far more than the skill itself. It can build confidence, resilience, perseverance and self-belief. The child begins to learn “I can do hard things.” And that is a lesson that extends far beyond the woodland.

The hidden learning in a fire

Take fire lighting as another example.

A child might be excited because they’re going to cook something over the fire but before that happens, there’s a whole world of learning. They need to understand safety, they need to listen, they're need to observe, they need to think about what the fire needs. They need to understand cause and effect, they need patience. They need to work with others, they need to follow agreed boundaries and they need to manage excitement.

And when the fire doesn’t light?

They need to problem-solve. What went wrong? Is the wood too wet? Do we need more small kindling? Is there enough airflow? What could we change?

Suddenly, we’re exploring science, communication, mathematics, physical development, risk management and emotional regulation but the child may simply think “We’re making toast.”

The learning in using real tools

When children are given the opportunity to use appropriate tools under close supervision, the learning is equally rich. Using a knife, saw, drill or peeler requires concentration. It requires hand-eye coordination, it requires physical control, it requires children to listen to instructions and understand boundaries. It gives them an opportunity to develop responsibility but perhaps most importantly, it communicates something powerful, “I believe you are capable.” Of course, children need appropriate boundaries and skilled supervision. Forest School isn’t about removing risk. It’s about creating an environment where children can experience manageable risk within clear boundaries. The goal isn’t to make the world risk-free, it's to help children gradually develop the skills to navigate it.

Learning to be part of a community

Forest School also provides a rich environment for social development. A group of children building a den quickly discovers that everyone has an idea and those ideas don’t always match.

One child wants to build a roof, another wants a door. Someone else wants to turn it into a dinosaur cave. Suddenly, they’re negotiating, they're listening, they're compromising, they're disagreeing, they're solving conflicts and they're learning how to express their ideas while also considering someone else’s.

These are not small skills. The ability to communicate, cooperate, negotiate and repair relationships is fundamental to life and children need opportunities to practise these skills. Forest School provides those opportunities naturally, through experiences that are meaningful to them.

The importance of child-led play

One of the most valuable things we can give children is time and space to follow their own ideas.

At Forest School, a stick doesn’t have to be a stick. It might be a fishing rod, a wand, a sword, a walking stick, a spoon.....you get the idea! The child decides and that matters. When children have opportunities for child-led play, they practise making decisions and following their own interests. They learn to trust their ideas, they develop imagination and become active participants in their own learning. Sometimes adults can feel uncomfortable when children aren’t following a clear activity but what might look like “doing nothing” can actually be a child observing, thinking, planning, processing and imagining. Sometimes, the most important thing we can do is step back and give children space.

Seeing the whole child

Perhaps this is what I love most about Forest School. We don’t have to separate development into neat little boxes. A child isn’t developing their physical skills in one moment, their emotional skills in another and their communication skills somewhere else. Development is interconnected.

A child climbing a tree may also be developing confidence. A child building a den may also be developing communication. A child struggling to light a fire may also be developing resilience. A child sitting quietly beneath a tree may be regulating their nervous system. A child playing alone may be processing their experiences. A child making something with a friend may be developing empathy.

One experience can support the whole child and that’s why Forest School is so much more than “just playing outside.” Because yes…They are playing and that is exactly the point.

Through play, children are exploring. Through exploration, they’re experimenting. Through experimentation, they’re learning. Through learning, they’re developing and through all of those experiences, they’re becoming more confident, capable and connected human beings.

So the next time you see a child covered in mud, carrying a stick, climbing a tree or sitting quietly in the woods…look a little closer because underneath the mud, the sticks and the messy clothes, there is an incredible amount of learning taking place.

This is the science behind Forest School!

The Science Behind Forest School is a new series from The Green Adventure Forest School, exploring the ways in which outdoor experiences, play and connection with nature support children’s development.

Next in the series:
The Forest School Brain: What Happens in a Child’s Brain When They Play Outdoors?

Why Forest School Can Be Transformational for Autistic Children

written by Kirsty Bourhill

For many autistic children, the traditional classroom can be a challenging place to learn. Bright lights, crowded spaces, constant noise, constant transitions, and social expectations can create sensory overload and anxiety. Forest School offers a different approach, one where children can learn, explore, and develop confidence in a natural environment that often feels more regulated, predictable, and accepting.

As awareness of neurodiversity grows, many families and educators are recognising the unique benefits that outdoor learning can offer autistic children, including those who are sensory-seeking and those who present with a PDA (Persistent Drive for Autonomy) profile.

Understanding Sensory Differences in Autism

Autistic children often experience the world differently through their senses. Some may be highly sensitive to sounds, lights, textures, or movement, while others actively seek sensory input through climbing, spinning, jumping, touching, or exploring their environment. Sensory differences are now recognised as a core characteristic of autism and can have a significant impact on learning, wellbeing, and participation.

Many indoor environments contain sensory demands that children cannot easily control such as fluorescent lighting, echoing classrooms, crowded corridors, strong smells, and constant background noise. These can quickly lead to overwhelm and dysregulation. This was a personal experience with my own son.

In contrast, natural environments typically provide sensory experiences that are richer but less intense. The sounds of birdsong, rustling leaves, flowing water, and wind tend to be more predictable and less intrusive than the sensory input found indoors. Research exploring autistic people’s experiences of nature has found that many describe outdoor spaces as restorative, calming, and supportive of sensory regulation.

Why Forest School Works for Sensory-Seeking Children

Sensory-seeking children often need opportunities for movement, proprioceptive input (body awareness), vestibular experiences (balance and movement), and tactile exploration.

Forest School naturally provides these opportunities:

Climbing trees and balancing on logs
Digging, lifting, carrying, and building
Swinging, rolling, and exploring uneven terrain
Handling natural materials such as mud, leaves, sticks, and stones
Engaging in risky play within supported boundaries

These activities provide meaningful sensory input without the need for children to suppress their natural instincts. Rather than being told to sit still or stop fidgeting, children are encouraged to move, explore, and learn through their bodies.

The result is often improved regulation, concentration, confidence, and engagement. Many children who struggle to remain settled in a classroom demonstrate remarkable focus when immersed in purposeful outdoor activities.

Supporting Children with a PDA Profile

Children with a PDA profile of autism often experience an intense need for autonomy and may find direct demands highly anxiety-provoking. While PDA remains an evolving area of understanding and terminology, many families and practitioners recognise that these children often thrive when relationships, flexibility, and collaboration are prioritised over compliance.

Forest School philosophy aligns naturally with many of the approaches recommended for supporting PDA learners.

Key features include:

Choice and Autonomy

Rather than a rigid timetable, Forest School sessions typically offer invitations to participate. Children can choose activities, follow their interests, and engage at their own pace.

Relationship-Based Practice

Forest School leaders build trust over time through genuine connection, shared experiences, and respectful communication. This relationship-first approach can reduce anxiety and create a sense of safety.

Reduced Performance Pressure

There are no desks, worksheets, tests, or expectations to perform in a particular way. Children can experience success through exploration, creativity, and problem-solving.

Flexible Learning

Learning emerges through curiosity and play rather than through a series of imposed demands. This flexibility can be particularly beneficial for children who become overwhelmed by expectations and perceived pressure.

For many children with PDA characteristics, the freedom and autonomy offered by Forest School can transform their engagement and enjoyment of learning.

Creating Truly Inclusive Spaces

Inclusion is not simply about allowing children to attend, it is about creating environments where they can genuinely belong.

Forest School offers an inclusive model because it values different ways of learning, communicating, and participating. Children are not expected to fit a narrow definition of success.

A child who communicates through movement can be successful. A child who prefers solitary exploration can be successful. A child who learns through hands-on experiences can be successful. A child who needs regular sensory breaks can be successful.

The natural environment provides multiple ways to engage, reducing barriers that may exist in more traditional educational settings. Research into nature-based learning for autistic children suggests benefits including improved emotional wellbeing, increased engagement, reduced stress, and positive behavioural outcomes.

Beyond Autism: Benefits for Everyone

One of the greatest strengths of Forest School is that strategies which support autistic children often benefit all children.

Flexible learning opportunities, sensory-aware environments, movement-rich experiences, strong relationships, and child-led exploration create conditions where every learner can thrive.

This reflects the principles of inclusive education, when we design environments that meet diverse needs, everybody benefits.

Final Thoughts

Every autistic child is unique. Some may find nature calming and restorative, while others may need support to navigate aspects of the outdoor environment. However, Forest School offers something that many traditional settings struggle to provide, space to be yourself.

For sensory-seeking children, it offers opportunities for meaningful movement and exploration.

For children with a PDA profile, it offers autonomy, flexibility, and relationship-based learning.

For all children, it creates a culture of acceptance, belonging, and inclusion.

Our social and academic systems are broken, they often asks children to adapt to their environment, Forest School invites the environment to adapt to the child.

Why Prioritising Activities Can Undermine Forest School’s Potential.

Written by Kirsty Bourhill

When most people think of Forest School, they imagine children building dens, making fires, crafting mud faces, or weaving with natural materials. And yes, those things often happen but they’re not actually the heart of Forest School.

In fact, when we put too much emphasis on “doing activities,” we risk taking away the very magic that makes Forest School so powerful.

Forest School is about freedom, not checklists.

The beauty of Forest School lies in its child-led approach. Children are given the time and space to follow their curiosity, make their own choices, and discover the world around them in ways that feel meaningful to them.

When sessions are centered around specific activities, it can feel more like ticking boxes - Today we all make bird feeders. Next week we all do leaf art. While these activities can be fun and I do offer them, they shift the focus from freedom to instruction. Instead of exploring, children may feel they “have to” complete the task and that misses the point.

Activities are invitations, not obligations.

Of course, activities aren’t “bad.” They can be brilliant sparks of inspiration. A pile of clay, a length of rope, or a set of tools might get children started, but the key is leaving the outcome open. The mud might turn into a monster face on a tree, or it might become pretend food for a woodland café and both are wonderful!

The trouble comes when adults treat the activity itself as the goal. Forest School works best when activities are just one of many options, not the main event.

What children gain from true Forest School.

When we step back and allow children to lead, we see the real benefits of Forest School shine through, such as :

A stronger connection to nature through hands-on exploration.
Problem-solving skills from following their own ideas.
Confidence and independence by making their own choices.
Creativity that isn’t limited by a set activity or “finished product.”
Social growth through cooperation, negotiation, and shared play.

These are skills and qualities that last far longer than the stick wand or leaf crown they might take home.

Let Forest School be what its meant to be.

The real potential of Forest School isn’t found in perfectly completed crafts or well structured lessons. It’s found in muddy knees, curious minds, and the freedom to play and explore. So next time you hear about a Forest School session, don’t ask “What did they make?” Instead, ask “What did they discover?”

Because that’s where the magic really lives 🙏💚🌳

Holistic Wellbeing in Nature

Written by Kirsty Bourhill.

Delve into the benefits of connecting with nature for overall wellbeing. Learn about activities and practices that promote mindfulness, reduce stress, and enhance emotional resilience in both children and adults. Explore resources on creating nurturing environments that foster holistic development.

Wellbeing and the Forest School Ethos

In recent years, the Forest School ethos has gained recognition for its powerful impact on children’s development and wellbeing. More than just outdoor education, Forest School is a holistic approach that nurtures the whole child—physically, emotionally, socially, and mentally—through regular, sustained experiences in natural settings. At the heart of this ethos lies a commitment to wellbeing, creating spaces where children can thrive in ways that traditional classrooms sometimes cannot.

The Forest as a Wellbeing Space

Nature has long been recognised as a healer. Stepping into a woodland environment lowers stress levels, boosts mood, and fosters a sense of calm. For children, the forest becomes a sanctuary: a place where the pressures of academic expectations are replaced with open-ended exploration and play. This freedom encourages curiosity, creativity, and joy—key ingredients for positive mental health.

Building Resilience and Confidence

Forest School sessions are designed around child-led learning. Activities such as climbing, fire-lighting, or building shelters present safe challenges that empower children to test their limits. Every achievement, no matter how small, strengthens self-esteem and builds resilience. Importantly, mistakes are reframed as learning opportunities, helping children develop a growth mindset that supports long-term emotional wellbeing.

Supporting Social Connection

Wellbeing flourishes when individuals feel connected, and Forest School nurtures this through collaboration and community. Group tasks encourage teamwork, empathy, and communication. Around the campfire or while constructing a den, children learn to negotiate, problem-solve, and support one another. These shared experiences build strong social bonds, reducing feelings of isolation and enhancing a sense of belonging.

Mindfulness in Nature

Forest School naturally invites mindfulness. Listening to the rustle of leaves, noticing the intricate patterns of a spider’s web, or simply breathing in fresh air anchors children in the present moment. These sensory-rich experiences help reduce anxiety and increase self-awareness. Many practitioners weave reflective moments into sessions, encouraging children to express gratitude, share feelings, and recognise the calming effect of the natural world.

Physical Wellbeing and Healthy Lifestyles

Climbing trees, balancing on logs, and carrying natural materials all contribute to improved motor skills, coordination, and physical fitness. Unlike structured sports, these activities are accessible to all abilities and foster a positive relationship with movement. Spending extended time outdoors also supports healthier sleep patterns, boosts immune systems, and instills lifelong habits of connecting with nature for wellbeing.

A Holistic Approach

At its core, the Forest School ethos sees wellbeing not as an add-on, but as a central aim. By nurturing the whole child—body, mind, and spirit—it equips learners with tools for lifelong resilience and happiness. In an age where children face growing mental health challenges, Forest School offers a vital reminder: that wellbeing is found in freedom, connection, and the natural world.

Mixed-Age Groups in Forest School: Why They Matter

written by Kirsty Bourhill

At Forest School, children of different ages learn, play, and explore side by side. This mixed-age approach creates a supportive, community-focused environment that reflects how people naturally interact in everyday life.

How We Support Mixed-Age Learning

Open-Ended Activities

We design tasks—like den building, nature art, tool use, and wildlife exploration—that can be enjoyed at different levels. Younger children learn foundational skills while older children stretch their abilities.

Peer Learning and Mentoring

Older learners often take on gentle leadership roles, showing younger children how to try new skills and supporting them in group activities. This builds confidence and connection for everyone.

Clear Boundaries and Safety Routines

Consistent expectations help all children feel safe and empowered. With clear guidance, children can take appropriate risks and explore independently.

Child-Led Exploration

We follow the children’s interests, allowing each learner to move at their own pace. This keeps sessions engaging, inclusive, and meaningful.

The Benefits for Children

Stronger social and emotional skills such as empathy, patience, and teamwork
Natural leadership opportunities for older children
Improved communication and language development across age groups
A deep sense of community and belonging
Greater creativity and problem-solving skills, inspired by mixed perspectives

A Learning Community That Grows Together

Mixed-age groups make Forest School a uniquely rich learning experience. By exploring nature together, children build confidence, cooperation, and lifelong friendships—no matter their age.

🌿 Why Play Isn’t Always Happy (and why that matters) 🌿

written by Kirsty Bourhill

Research tells us that children don’t build resilience, confidence, and emotional strength by always feeling comfortable or happy. They develop these skills by working through challenge, conflict, and problem-solving in play, with supportive adults nearby.

When children experience frustration, disagreements, or uncertainty during play, they are learning how to:

• manage big emotions

• negotiate and communicate

• persevere when things feel difficult

• solve problems independently

• recover after setbacks

Studies show that play involving challenge helps children develop self-regulation, resilience, empathy, and confidence – skills they carry with them for life. At Forest School, we see these moments as powerful learning opportunities, not something to rush past or fix.

With time, trust, and gentle guidance, children learn that they can cope – even when play isn’t easy 🌲💚

This approach is supported by a wide body of child development research, including:

• Sandseter, E. (2010; 2014) – Research on risky and challenging play shows that manageable risk and uncertainty help children develop resilience, confidence, and emotional regulation.

• Vygotsky, L. (1978) – Play creates a space where children practice self-control, language, and emotional regulation beyond their current abilities.

• Pellegrini, A. (2009) – Peer conflict during play supports social competence, negotiation skills, and problem-solving.

• Hartup, W. (1992) – Children learn vital social skills through conflict and cooperation with peers, especially when adults support rather than intervene too quickly.

• Center on the Developing Child, Harvard University – Executive function skills (such as impulse control, flexible thinking, and emotional regulation) are strengthened through challenge, persistence, and problem-solving.

• O’Brien & Murray (2007); Knight (2011) – Forest School research highlights improvements in children’s confidence, resilience, emotional wellbeing, and independence through child-led outdoor play.