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 

The Science Behind Forest School From “It’s Mine!” to “Let’s Build

There is a moment that happens regularly at Forest School. Two children spot the same stick, they both want it. Both reach for it and suddenly we have an argument ensuing.

“It’s mine!”, “I had it first!”, “No, you didn’t!”.

For some adults, this can feel like a problem that needs to be solved quickly but at The Green Adventure FS, I see something else.

I see an opportunity, an opportunity for children to practise some of the most important skills they will ever develop - communication, cooperation, negotiation, empathy, compromise and conflict resolution.

Social skills aren’t something we can simply tell children about, they need opportunities to experience relationships and they need to practise being with other people so they can have instances  of disagreeing which they then need to repair. They need to listen and they need to be listened to.

And sometimes, yes…

They need to argue about a stick! 

Children aren’t born knowing how to share. We sometimes expect children to instinctively understand things that are actually incredibly complicated.

Common phrases I hear all the time-

“Share nicely.”, “Take turns.” “Use your words.” “Be kind.”

But imagine being three or four years old. You have found something amazing and you have decided it is yours. You have an idea for what you’re going to do with it and then another child takes it. Being expected to calmly negotiate that situation requires a huge amount of emotional and cognitive development.

Young children are still developing the ability to:

• Understand another person’s perspective
• Wait for their turn
• Control impulses
• Express their needs
• Listen to others
• Manage frustration
• Negotiate
• Understand consequences
• Repair relationships

These abilities develop gradually through relationships and experience and Forest School gives children lots of opportunities to practise.

The stick isn’t really the point! 

Let’s go back to the two children and the stick. I could simply take it away and the problem would be solved but what have the children learned?  Only that If they argue, an adult will sort it out for them. 

Instead, I like to pause and observe. Then I’ll say something like “You both want the stick.” - acknowledgment comes first and I’ve named the problem without blaming either child. One child might then says “I was using it!”. The other child might retaliate with something like “but I need it for my den!”

Now I have information so that I can ask “What could we do?”. Open ended questions get the children thinking.

Could they use it together?

Could they find another stick?

Could they take turns?

Could they change their plans?

Could the stick become part of both children’s ideas?

There isn’t always a perfect solution but the process is where the learning happens.

Cooperation doesn’t mean agreeing all the time. 

One of the things I love about Forest School is that children have genuine reasons to work together. Building a den is difficult alone. Carrying a large branch is easier with two people. A group cooking project needs people to take on different roles. Creating a game requires children to agree on rules and making something together means listening to someone else’s ideas. The environment naturally creates situations where children discover that they can do more when they work together.

The woodland creates a different kind of social space. 

Outdoor environments can offer something that highly structured indoor environments sometimes struggle to provide:

space.

Space to move.

Space to talk.

Space to step away.

Space to return.

Space for small groups to form.

Space for children to find their own place within a larger group.

A child who finds a busy indoor environment overwhelming might feel more comfortable talking to one friend while sitting beside a tree. Another child might need to move while they’re talking. Another might prefer to watch before joining in. At Forest School, participation doesn’t always have to look the same. And that’s important.

The child who watches

Sometimes I see a child standing slightly away from the group. They’re watching. Not joining in. As adults, we might think they’re not participating but are they?

Maybe they’re learning exactly what they need to learn. They’re watching how other children approach the activity. They’re listening and figuring out the social rules. They’re deciding whether they feel safe enough to join in and they’re gathering information. Eventually they step forward and might offer a stick or perhaps they join the den and ask “Can I play?”. That moment can be significant because social confidence develops at different speeds. At The Green Adventure FS I don’t believe every child needs to be pushed into the middle of the group. Sometimes we need to make space for them to find their own way in.

Belonging comes before participation

Children need to feel that they belong. It’s important that they know that they are welcome in the space and that their ideas matter. It’s important that they know that they don’t have to be exactly like everyone else and that they can have a difficult day and still belong. They can make a mistake and still belong and they can disagree with someone and still belong. This sense of belonging is fundamental to children’s wellbeing and learning. The Scottish Curriculum for Excellence places relationships, wellbeing and the development of successful learners, confident individuals, responsible citizens and effective contributors at the heart of children’s education. Those aren’t simply classroom outcomes. They’re human outcomes and they begin in relationships.

 Social skills are also brain skills

When children negotiate, cooperate and manage conflict, they’re using a huge range of developing cognitive skills.

They need to:

Remember what happened.

Control an impulse.

Listen to another person’s perspective.

Think about possible solutions.

Adapt when the situation changes.

Use language to communicate their ideas.

Manage emotion when things don’t go their way.

These skills overlap with what developmental science describes as executive function and self-regulation and like any developing skill, they need practice, lots of it. That’s why a child having the same argument about whose turn it is for the swing for the hundredth time doesn’t necessarily mean they’re not learning. They’re just still practising.

Conflict isn’t automatically a bad thing

We often talk about conflict as though it should always be prevented but conflict is part of being human.

Children will disagree and friends will fall out. Someone will change the rules of the game or they won’t want to share and someone will say something unkind. Our role isn’t necessarily to make conflict disappear. It’s to help children develop the skills to navigate it.

That might mean:

“Tell them what you need.”

“What did they say?”

“How do you think they felt?”

“What could you do now?”

Sometimes children can work it out themselves. Sometimes they need significant adult support and sometimes an adult needs to intervene immediately. Supporting children socially doesn’t mean leaving them to sort everything out. It means giving them the right level of support for where they are.

Language grows through real relationships

Forest School also creates endless opportunities for language development not because we’re sitting down with a list of vocabulary but because children have something meaningful to talk about.

“Look at this!”

“Come and see!”

“I found a worm.”

“We need another stick.”

“You hold this.”

“That’s my den.”

“Can you help me?”

“Look what I made!”

These conversations are purposeful. Children have a reason to communicate and they have something they want another person to know which can be incredibly motivating.

Imaginative play creates a social world

Give a group of children some sticks, mud, leaves and a patch of woodland and watch what happens.

Suddenly there’s a restaurant.

A dinosaur world.

A family.

A castle.

A campsite.

A magical forest.

A shop.

A spaceship.

A secret mission.

The rules of the game emerge as they play.

“You be the dragon.”

“No, I’m the mummy.”

“You can’t come in here.”

“Actually, this is our hospital.”

“Okay, I’ll be the doctor.”

It might sound like chaos but within that chaos, children are practising social negotiation and shared imagination. They’re learning how to create a world together.

Friendship isn’t always about playing together

There’s another important point here. Children don’t have to be constantly interacting to be socially developing. Sometimes friendships look like sitting alongside someone, collecting sticks together or watching the fire. Walking beside each other or making something separately but sharing the same space.

Some children need more social interaction than others. Some prefer one-to-one relationships and some love large groups but some need plenty of time alone. There isn’t one correct way to be social.

Our job isn’t to make every child more sociable. It’s to help every child find ways of connecting that work for them.

What happens when relationships go wrong?

One of the most important social skills children can develop is repair because  relationships will go wrong.

A child might say something hurtful or someone might knock over another child’s creation. A game might end badly or someone might lose their temper.

We can support children to move beyond who’s to blame by supporting them with open ended questions such as - 

“What happened?”

“How did that make you feel?”

“What could we do now?”

Repair might mean saying sorry but it might also mean rebuilding the den, finding another stick, checking someone is okay, starting the game again, giving someone space or simply coming back and trying again.

These are incredibly important life skills.

The adult as facilitator, not referee

One of the biggest differences you might notice at The Green Adventure FS is that I don’t always rush to solve children’s social problems.

That’s deliberate.

Sometimes children need an adult referee but often, they need an adult facilitator. Someone who can slow things down and help them understand what is happening. Give them words. Ask questions. Hold boundaries.

And then step back when they’re ready. It’s a delicate balance. Too little support can leave children overwhelmed but too much support can prevent children from developing their own skills.

I’m constantly asking:

“What does this child need from me right now?”

Sometimes they need help. Sometimes it’s a boundary or a word they can’t find and sometimes it’s nothing. They can do this one themselves.

Forest School isn’t about making children get along

This might sound strange, but I don’t actually want every child at Forest School to get along all the time. I want them to learn that relationships can survive disagreement. I want them to know that it’s okay to have different ideas.

That they can say no.

That they can listen to someone else.

That they can ask for space.

That they can change their mind.

That they can make mistakes.

That they can repair.

That they can try again.

Because real life isn’t a world where everyone agrees with us. We’re preparing children not simply to get along but to live alongside other people.

From “me” to “we”

Early childhood naturally begins with a very strong sense of me.

“Mine.”

“My turn.”

“I want it.”

And gradually, through relationships and experience, children begin to discover other people have needs too.

“My friend has an idea.”

“We can do this together.”

“I can help.”

“They are upset.”

“We can find another way.”

This isn’t a single developmental milestone. It’s a long journey and every muddy, messy, noisy Forest School session gives children another opportunity to travel a little further along it.

What I see at The Green Adventure FS

I see children who initially stand at the edge of a group gradually finding their way in. I see children who once needed an adult to solve every disagreement beginning to negotiate. I see children discovering that their friend has a completely different idea—and deciding to combine them. I see children helping one another climb. I see someone carrying a heavy branch for someone smaller. I see children teaching each other games. I see them laughing together. I see them falling out. I see them coming back together.

And I see something incredibly important happening underneath all of it:

They’re learning how to belong.

The real lesson

We often talk about the things children learn at Forest School.

They learn about trees, birds, fire, shelter building, tools, weather and seasons to name a few.

But one of the most important lessons is one we don’t always see on a planning sheet.

How to be with other people. How to listen and how to speak. How to disagree and how to compromise. How to help and how to ask for help. How to include someone and how to cope when things don’t go their way. How to repair and how to belong.

And that’s why I don’t worry too much when I hear:

“It’s mine!”

Because I know that sometimes, that is simply the beginning of the conversation and with the right support, it might eventually become “Okay… let’s build it together.” 

📚 Further reading for parents

🏴󠁧󠁢󠁳󠁣󠁴󠁿 Education Scotland

Explore Curriculum for Excellence, including the four capacities and the importance of relationships, wellbeing and developing confident, responsible and effective learners.

Education Scotland – Curriculum for Excellence⁠

🌿 Scottish Government – Out to Play

A particularly useful resource for parents interested in the benefits of outdoor play, including relationships, confidence, resilience and wellbeing.

Scottish Government – Out to Play⁠

🛝 Play Scotland

Play Scotland has accessible resources exploring children’s right to play and the role of play in children’s development and wellbeing.

Play Scotland⁠

🧠 Harvard Center on the Developing Child

A useful evidence-based resource for parents wanting to understand how relationships, play, self-regulation and executive function develop during childhood.

Harvard Center on the Developing Child⁠

🌲 Forest School Association

For parents who want to understand what makes Forest School different from simply taking children outdoors, the Forest School Association’s principles are an excellent starting point.

Forest School Association⁠

🌿 The Science Behind Forest School

Part 1: They’re Just Playing… Aren’t They?Part 2: What Happens in a Child’s Brain When They Play Outdoors?

Part 3: Risky Play: Why Children Need Challenge to Grow

Part 4: Big Feelings in the Big Outdoors

Part 5: From “It’s Mine!” to “Let’s Build It Together”

Next in the series:

🌱 “Let Me Try: How Forest School Builds Independence, Confidence and Capable Children”

Because one of the most powerful things we can say to a child isn’t “I’ll do it for you.” It’s: “Have a go. I’m right here if you need me.”

Next chapter in The Science Behind Forest School series 

Big Feelings in the Big Outdoors

Continue reading to discover how Forest School can support emotional development and regulation. 

There are days at Forest School when the biggest learning isn’t about trees. It isn’t about knots, fire, wildlife or den building. Sometimes, the most important thing happening is a child sitting beside me saying “I’m really angry.” Or “I can’t do it.” Or “I don’t want to play anymore.” Or sometimes, they don’t say anything at all.

They stomp. They hide. They cry.They walk away. They need space.

And that’s okay because children aren’t born knowing how to manage big emotions. They have to learn and learning to regulate emotions takes time, relationships, practice and lots of opportunities to experience feelings in a safe environment.

This is one of the reasons I believe Forest School can be such a powerful place for emotional development. Children don’t need us to fix every feeling. As adults, we can sometimes feel uncomfortable when children are upset. We want to make it better, we want to stop the tears and we want to solve the problem.

 I hear things like “Don’t worry", "It’s okay"

and “Come on, let’s do something else.”

But sometimes a child doesn’t need us to make the feeling disappear. They need someone who can stay with them while they experience it.

At The Green Adventure, that might mean sitting beside a child while they calm down. It might mean acknowledging what’s happening. I'd encourage saying things like "You’re really frustrated", "That didn’t work the way you wanted it to" or “You were really looking forward to that.” Or simply "I’m here. This is part of co-regulation which is the process through which supportive adults help children gradually develop their own ability to regulate emotions. Responsive relationships and emotionally safe environments are important foundations for this development. We don’t expect a three-year-old to manage their emotions like an adult and we shouldn’t expect a six-year-old or an eight-year-old to either. They’re still learning.

The woodland doesn’t always make emotions disappear

I think it’s important to say this. Forest School isn’t a magical place where children suddenly become calm, happy and regulated all the time. Children still argue, they get frustrated and can become overwhelmed. They cry, they shout and they don’t want to share which leads to a fall out with their friends.

That’s not a failure of Forest School. That’s childhood.

The difference is that the outdoor environment can give us space to work through those experiences. A child can move away from the group. They can sit under a tree or go for a walk. They can dig or carry something heavy. Sometimes they need to sit quietly and other times they might need to talk.

They can return when they’re ready with no pressures. There can be room around the emotion and that physical space matters.

Regulation isn’t about being calm all the time

We often use the word regulation as though the goal is for children to be calm, quiet and compliant but that’s not what emotional regulation means.

Regulation isn’t “Don’t be angry", “Stop crying" or “Sit still.”

Regulation is about gradually developing the ability to notice, experience and respond to emotions in ways that are manageable and appropriate to the situation.

Sometimes regulation looks like calm. Sometimes it looks like movement. Sometimes it looks like asking for help. Sometimes it looks like taking a break. Sometimes it looks like saying "I need some space. And sometimes it looks like trying again after something has gone wrong. Every child is different. 

The fire can teach us about patience

Imagine a group of children preparing to cook over the fire. Everyone is excited, they've collected sticks, the food is ready and they are waiting. But the fire isn’t cooperating. Someone gets frustrated- “Why isn’t it working?”. Someone else starts throwing sticks on. Another child wants to take over.

Now we have a genuine emotional learning opportunity.

We can pause.M, We can talk, We can problem-solve, We can acknowledge the frustration by saying “I know you’re excited. Waiting is hard", or similar. Then we can work out what needs to happen next. The child isn’t being given a worksheet about emotional regulation. They’re experiencing it in the moment. They’re practising waiting and Managing disappointment. Listening, Adapting and Trying again. That’s real learning.

Sometimes the problem isn’t the problem

A child may become extremely upset because their den collapses. To an adult, it might seem like a small problem, It’s only a den after all! But to that child, at that moment, it might represent something much bigger. They’ve invested time, Effort and Imagination. Perhaps they’ve been working with friends or they’re already tired. Perhaps this was the thing they felt successful at today. So rather than judging the size of the reaction, we can become curious about what the child is communicating.

“That was really important to you.”

“You worked really hard on that.”

“You’re disappointed.”

We don’t have to agree that the problem is enormous. We can simply acknowledge that the feeling is real.

The brain needs safety before it can learn

Children’s emotional development is closely connected with relationships and the environments around them.

The developing brain builds through experience, and responsive relationships help provide an important foundation for healthy development. Harvard’s Center on the Developing Child describes responsive relationships as central to early brain development and notes that excessive stress can interfere with developmental processes. 

This doesn’t mean children should never experience stress, frustration or difficulty. In fact, manageable challenges are important. But there is a huge difference between:

“This is difficult, but I have a trusted adult beside me" and “I’m overwhelmed and nobody understands what I need.”

At Forest School, the relationship between adult and child matters enormously. The woodland itself and the activities are important but the relationship is the foundation.

Movement can become part of regulation

One of the things I love about outdoor environments is that children don’t have to regulate themselves by sitting still.

Sometimes a child needs to move.

They might run, Climb, Carry, Dig, Push, Pull, Jump, Swing or Walk.

These physical experiences can be an important part of how children manage arousal and emotions.

Scottish outdoor play guidance highlights benefits including wellbeing, resilience, self-esteem, emotional regulation and interpersonal skills, while Education Scotland identifies outdoor learning as supporting children’s physical, mental and emotional wellbeing. 

So when a child walks away from a difficult situation and starts digging in the mud, I don’t necessarily see them as avoiding the problem. They might be creating the space they need to regulate enough to come back to it.

Nature gives children somewhere to be

There is something wonderfully forgiving about a woodland. Nobody cares if your hands are muddy and nobody minds if you sit on the ground and We don't expects clothes to stay clean. There isn’t always a chair you have to sit on and There isn’t necessarily one “right” way to participate.

A child can be busy Or quiet, Social Or solitary. Energetic Or reflective. They can watch, They can listen, They can explore or They can simply be.

That flexibility can be particularly valuable for children who find more structured environments overwhelming.

Scotland’s outdoor learning guidance recognises the contribution of natural outdoor experiences to children’s overall development and wellbeing. 

Conflict is part of emotional development too

At Forest School, children don’t always agree And that's okay. If two children both want the same stick, we could immediately solve the problem for them. “Here, have another one.”, Problem solved.

Except…

Have they learned anything?, Perhaps.

But what if we support them to work through it instead? 

“You both want it. What could we do?”

Now they’re negotiating. Listening. Expressing their needs. Considering another person’s perspective. Compromising. Maybe they decide to use it together. Maybe they take turns. Maybe they find another solution. And sometimes they need an adult to step in more directly. That’s okay too. The goal isn’t to leave children to sort everything out themselves. The goal is to support them to develop the skills to increasingly manage these situations for themselves. Scottish Government guidance on outdoor play specifically identifies negotiation, conflict resolution and interpersonal skills as benefits of outdoor play. 

We don’t teach regulation by demanding regulation

This is something I think is really important. A dysregulated child cannot simply be told to Calm down. If they could, they probably would.

Children need adults who can remain calm enough to lend them their regulation while they develop their own.

That might mean:

“I’m going to stay here with you.”

“Let’s take a breath together.”

“You don’t have to talk yet.”

“When you’re ready, we’ll work it out.”

This is co-regulation and over hundreds of these small interactions, children gradually begin to internalise the skills they have experienced with trusted adults.

Harvard Health describes co-regulation as a supportive, interactive process in which adults help children navigate distress while developing their own emotional regulation skills over time. 

 

 The child who walks away

Sometimes the most powerful thing we can allow is space. A child might become overwhelmed and walk away from the group. My first response isn’t necessarily to tell them to Come back. It might be to tell them that I'm here when they are ready or I’m still watching and I’m still available and that I’m still keeping them safe but I’m giving them the dignity of some space because independence doesn’t mean children never need adults. It means gradually learning that they can recognise what they need.”

“I can ask for help.”

“I know how to take a break.”

“I can come back when I’m ready.”

We don’t want children who never have big feelings

We want children who know Big feelings are allowed.

You are allowed to be angry.

You are allowed to be disappointed.

You are allowed to feel nervous.

You are allowed to cry.

You are allowed to need help.

And…

You can learn what to do with those feelings.

That’s a very different message from “Don’t feel that.”

From co-regulation to self-regulation

Children don’t suddenly wake up one morning with perfect emotional regulation. It’s a gradual process. First, an adult helps. Then the child begins to participate. Eventually, they start recognising what they need themselves. Perhaps they once needed an adult to help them leave a noisy situation. Later, they might say “It’s too loud. I’m going over there. Perhaps they once needed an adult to help them recover after frustration. Later, they might say “I’m going to try again.” Perhaps they once needed someone to help solve every disagreement. Later, they might negotiate with their friend themselves.

That’s development, Not perfection. Progress.

This is why the outdoors matters

Scotland’s national approach to outdoor play recognises outdoor experiences as important for children’s physical health, mental and social wellbeing, resilience, confidence, creativity and relationships. And this is exactly why I don’t see Forest School as simply taking children outside. It’s about creating an environment where children can experience:

challenge + connection

freedom + boundaries

risk + responsibility

independence + support

play + learning

emotion + regulation

All at the same time.

The woodland gives us the space. The child bring their curiosity and the adult brings the relationship. Together, something really powerful can happen.

A little more compassion. A little less “calm down.”

Perhaps the next time your child has a huge emotional reaction, instead of asking:

“How do I make this stop?”

we can ask:

“What is my child experiencing right now?”

“What might they need from me?”

“Can I stay calm enough to help them?”

“Do they need connection, space, movement, words—or simply time?”

Because emotional regulation isn’t something we can demand into existence. It’s something we build together. One difficult moment, One supportive adult, One opportunity to try again, One woodland walk, One muddy puddle, One deep breath, One conversation at a time. And eventually, that child who once needed us beside them may turn around and say “I’m okay. I know what I need to do.” And that’s the moment we know something has changed. Not because we’ve taught them never to have big feelings But because we’ve helped them discover “I can feel this and I can handle it.”

📚 Further reading for parents

Harvard Center on the Developing Child

A fantastic parent-friendly resource exploring brain development, relationships, stress, executive function and self-regulation.

Harvard Health – Co-regulation

An accessible introduction to co-regulation and how responsive adults can support children through big emotions.

Scottish Government – Out to Play

Practical guidance explaining the benefits of outdoor play, including emotional wellbeing, resilience, confidence, relationships and self-regulation.

Education Scotland – Outdoor Learning

Resources exploring outdoor learning within the Scottish educational context.

Play Scotland

Resources exploring children’s right to play and the importance of outdoor play and learning in Scotland.

 

 

🌿 The Science Behind Forest School

Part 1: They’re Just Playing… Aren’t They?
Part 2: What Happens in a Child’s Brain When They Play Outdoors?
Part 3: Risky Play: Why Children Need Challenge to Grow
Part 4: Big Feelings in the Big Outdoors: How Forest School Supports Emotional Development

Next in the series:

🤝 “From ‘It’s Mine!’ to ‘Let’s Build It Together’: How Forest School Develops Social Skills”

Because sometimes the biggest learning in the woodland happens when two children want the exact same stick. 🌿

Science Behind Forest School series continues....

Risky Play: Why Children Need Challenge to Grow

There is something that happens when we watch a child climb a tree. Our adult brain immediately starts calculating. Is that too high?, What if they fall?, Should I tell them to come down?, Should I help them?. 

I understand that instinct.

We want children to be safe and we want to protect them from harm but there is another question we need to ask:

What happens if we remove every opportunity for children to experience challenge?

Because children don’t learn how to assess risk by being told that the world is dangerous. They learn by experiencing manageable risk, testing their abilities, making decisions and gradually discovering what they are capable of. This is one of the reasons risky play is such an important part of Forest School.

It's something I feel very strongly about at The Green Adventure Forest School. Risk isn’t the same as danger. Let’s start with something really important. Risk and hazard are not the same thing, a hazard is something that could cause harm whereas a risk is the possibility of that harm occurring. When i'm talking about risky play, I'm not talking about putting children in unnecessary danger. I'm talking about giving children opportunities to encounter appropriate challenge and uncertainty, with adults managing genuine hazards and creating boundaries that allow children to explore. The Forest School Association’s principles specifically describe Forest School as offering children opportunities to take supported risks appropriate to both the environment and themselves. That’s an important distinction.

At The Green Adventure, I'm not interested in making things dangerous. I'm interested in making them meaningful.

For example here's a recent observation I took -  “Can I climb higher?”, A child climbed onto a log, then another. Then they look at the tree. “Can I climb that one?”, They looked up, They looked at their feet. They tested a branch. They paused. They decided whether to continue.

What’s happening here?

They’re not simply climbing. They’re gathering information.

How high am I? Where can I put my foot? Can I reach that branch? What happens if I move my weight? Do I feel comfortable here? Do I want to go further?

They’re learning about their own body and abilities. They’re making decisions. They’re developing balance and coordination. They’re experiencing uncertainty. And they’re beginning to develop something incredibly important:Their own understanding of risk.

We can’t teach risk entirely through words. We can tell a child to be careful but what does careful actually mean?

A child needs opportunities to develop an internal understanding of:

• What feels safe to me?
• What feels challenging?
• What can I manage?
• When should I stop?
• When should I ask for help?
• What could happen if I do this?
• What could I do differently?

This is why real experiences are so powerful.

A child who has repeatedly climbed, balanced, jumped, carried, built and explored has opportunities to develop a much richer understanding of their own capabilities and they begin to recognise their limits. And importantly, they learn that they can make decisions about those limits.

One of the hardest things for adults can be watching a child struggle.

We see the wobbly log or the difficult knot. The branch they can’t quite reach. The den that keeps collapsing and our instinct is help. Sometimes children absolutely need our help but sometimes what they need most is for us to wait.

At Forest School, we might say:

“What do you think?”

“How does that feel?”

“What could you try?”

“Do you want me to help?”

Rather than automatically solving the problem, we give the child an opportunity to solve it. And sometimes they fall. Sometimes the den collapses. Sometimes the knot doesn’t work. Sometimes they decide “Actually, I’m not going any higher.”

And that’s okay because success isn’t always about reaching the top it's about knowing when to stop.

There is a particular look children get when they’ve managed something they weren’t sure they could do. You know the one when they look at you and their face lights up and they are shouting “I did it! That moment is about much more than the thing they’ve just achieved. They’re building a story about themselves.

I can try.

I can make decisions.

I can cope when something is difficult.

I can try again.

I can ask for help.

I can do hard things.

These experiences contribute to confidence and resilience, and the Forest School approach explicitly aims to foster resilient, confident, independent and creative learners. 

What about fire and real tools?

This is often where conversations about Forest School become particularly interesting.

Why would we allow children to use real tools? Why would children be involved in fire lighting or cooking over a fire?

Because these experiences provide genuine opportunities for children to develop skill, responsibility, concentration and risk awareness.

But—and this is important—appropriate supervision, preparation and risk management are essential.

At The Green Adventure, children don’t simply pick up a tool or approach a fire without boundaries.

There are expectations.There are skills to learn. There are safety procedures. There is close supervision. And there is an adult who understands the environment, the activity and the individual child.

The Forest School Association specifically recognises the appropriate use of tools and fire within a risk-benefit approach. 

The aim isn’t:

“Let’s see what happens.”

It’s:

“Let’s help this child learn how to do this safely.”

Risk-benefit: looking at the whole picture

One of the things I think is really important to change in our thinking is the question we ask when we plan children’s experiences.

Instead of only asking:

“What could go wrong?”

we should also ask:

“What could this experience offer this child?”

This is the basis of a risk-benefit approach.

The guidance used in Scotland recognises that outdoor learning involves balancing risk and opportunity rather than attempting to eliminate every possible risk. Education Scotland’s guidance encourages an enabling approach where risk and opportunity are considered together and learners are kept at the centre of the process. 

Play Scotland similarly explains that the goal isn’t to eliminate risk from children’s play, but to weigh risks against benefits and focus on controlling genuine hazards while preserving the benefits of challenging play. 

So imagine a child wants to climb a tree.

We don’t simply say:

"Trees are dangerous. You can’t climb it.”

Instead, we consider:

What is the child capable of?

What is the actual hazard?

What is the height?

What is the condition of the tree?

Where would they land if they fell?

What supervision is needed?

What boundaries are appropriate?

What developmental benefit could this experience provide?

And then we make an informed decision.

That’s very different from simply removing the challenge.

Children need to experience manageable failure

One of the best things we can give children is the opportunity to fail when the consequences are manageable.

A tower falls down. A rope slips. The water spills. The fire goes out. The child falls off the log onto the ground.

And then:

What now?

That’s where problem-solving begins.

Children learn that failure isn’t necessarily the end of something.

It can be information.

“That didn’t work.”

“What could I change?”

“I’ll try again.”

This is how resilience develops not because we tell children to be resilient, but because we give them opportunities to experience challenge and discover that they can cope with it. 

And sometimes the bravest choice is “no”

 

There’s another side to risky play that I think is incredibly important. Children should be allowed to choose not to take a risk.

A child might watch another child climb.

They might decide:

“I’m not ready.”

That isn’t failure. That’s self-awareness. We want children to develop the confidence to say:

“I don’t feel comfortable with that.”

“I need help.”

“I’m going to stop.”

“I’m ready to try now.”

Risk competence isn’t about becoming fearless. It’s about becoming more capable of making informed choices.

The adult’s role isn’t to remove every risk

This is probably one of the biggest shifts in thinking for adults. Our job isn’t to make childhood completely risk-free. That’s impossible. Our job is to create environments where children can encounter appropriate challenge within thoughtful boundaries.

Sometimes that means stepping in. Sometimes it means standing close. Sometimes it means offering a suggestion. And sometimes it means taking a breath……and saying:

“I’ll let you try.”

That’s not neglect and it's certainly not careless.

When done thoughtfully, it’s an intentional part of supporting children’s development.

Scottish guidance on outdoor learning explicitly recognises that eliminating all risk can also remove opportunities for children to develop their own strategies and attitudes towards risk. 

What are we really giving children?

When we allow children to experience appropriate risky play, we’re not simply giving them permission to climb a tree or balance on a log.

We’re giving them opportunities to develop:

Confidence - "I believe I can try.”

Resilience - “I can cope when it doesn’t work.”

Problem-solving - “What could I do differently?”

Self-awareness - “I know what I can manage.”

Decision-making - “I can make a choice.”

Independence - “I can do this myself.”

Physical competence - “I know what my body can do.”

Emotional regulation - “I can manage excitement, uncertainty and frustration.”

Risk competence - “I can recognise and respond to risk.”

These are not skills that children simply need for Forest School, they are  skills they need for life.

So, should we let children take risks?

My answer is Yes—but thoughtfully! Not every risk is appropriate. Not every environment is suitable. Not every child is ready for the same challenge. And responsible Forest School practice involves careful planning, risk-benefit assessment, dynamic assessment, appropriate supervision and understanding the individual child but removing every challenge isn’t the answer either.

Children deserve opportunities to discover what their bodies can do. To test ideas, to make mistakes, to experience uncertainty, to feel nervous and then decide what to do, to succeed.To fail, to try again, To say no, to ask for help and occasionally to look up from the branch they’ve just reached and shout:

“LOOK HOW HIGH I AM!”

And for a moment, we need to resist the urge to shout “BE CAREFUL!”

Maybe instead we can ask "how does it feel up there?”. Because sometimes the most valuable thing we can give children isn’t another instruction. It’s the opportunity to discover “I can.”

 

📚 Further reading for parents

If you’d like to explore the ideas behind risky play and Forest School further, these are some excellent places to start:

🌲 Forest School Association

The Forest School Association explains the six Forest School principles, including the Risk Principle, and provides information about what Forest School actually means.

Forest School Association – What is Forest School?⁠

Forest School Association – Full Principles and Criteria for Good Practice⁠

🛝 Play Scotland

Play Scotland has excellent parent-friendly information about managing risk in children’s play and explains the difference between eliminating risk and taking a balanced approach.

Play Scotland – Managing Risk in Play⁠

🏴󠁧󠁢󠁳󠁣󠁴󠁿 Education Scotland

Education Scotland’s Curriculum for Excellence Through Outdoor Learning guidance explores how outdoor experiences can provide meaningful learning while taking a balanced approach to risk and opportunity.

Education Scotland – Curriculum for Excellence Through Outdoor Learning⁠

🌿 Scottish Government – Out to Play

Out to Play provides practical guidance around creating outdoor play experiences and includes useful information about balancing risk, challenge and children’s development.

Out to Play – Practical Guidance for Outdoor Play⁠

📖 Tim Gill

Tim Gill is an independent consultant and author who has written extensively about children’s play, risk and childhood. His work is particularly useful for parents who want to explore the evidence and thinking behind a more positive approach to risk.

Suggested reading: No Fear: Growing Up in a Risk-Averse Society — Tim Gill.

 

🌿 The Science Behind Forest School

Part 1: They’re Just Playing… Aren’t They?
Part 2: What Happens in a Child’s Brain When They Play Outdoors?
Part 3: Risky Play: Why Children Need Challenge to Grow
Next: Big Feelings in the Big Outdoors: How Forest School Supports Emotional Development

At The Green Adventure Forest School, I believe children deserve to be seen as capable, curious and competent. Our role isn’t to remove every challenge from childhood. It’s to create thoughtful, supportive environments where children can explore, take appropriate risks, develop skills and discover what they’re capable of. Because growing up shouldn’t be about learning how to avoid every risk, it should also be about learning how to navigate the world. 

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.

Further Reading

If you’d like to explore the research behind this article, these are excellent starting points:

• Education Scotland – Curriculum for Excellence Through Outdoor Learning
• The Forest School Association – Forest School principles and research summaries
• Center on the Developing Child at Harvard University – research on early brain development and executive function
• Gill, T. (2014). The Benefits of Children’s Engagement with Nature: A Systematic Literature Review.
• Louv, R. (2005). Last Child in the Woods.
• White, R. (2004). Young Children’s Relationship with Nature.

Next in the series:

🌿 Risky Play: Why Children Need Challenge to Grow

“What happens when we stop rescuing children and start trusting them to take manageable risks?”

This next article will explore why climbing trees, using tools, building fires and testing boundaries—within safe, supportive limits, are some of the most valuable experiences children can have. 

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?