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The Forest School Approach to Learning.
Photograph courtesy of Rebecca Anderton Forest School is a form of pedagogy that is based on a set of principles and methodologies. It ultimately places the learner right at its heart.
As we explore the ethos of Forest School, we discover that there is so much more to the ideas than simply learning outdoors.
The Forest School approach to learning focuses on recognising the individual needs of the learner. It creates a long-term developmental plan which is based around their social, emotional and physical needs. The aim, through the power of play, respect for nature, and sense of community, is to influence our learners positively in a way that extends beyond the Forest School setting. In addition, our ultimate goal through our sessions is to shape “resilient, resourceful, responsible, resolute and reflective children, adolescents and adults.” This learner-led approach encourages the concept of personal challenges, community cohesion, nature connection, and risk-taking.
The Forest School model is based on the acronym ENERGY:
Everyone – Forest School, whilst traditionally associated with children, is open to anyone and everyone. There are no barriers as to who can attend the sessions, and a qualified Forest School Leader will adapt. They provide developmental opportunities specific and appropriate for the individuals taking part. The baseline assessments used by the leaders utilise a 6-week evaluation process. This process takes into account the unique learning needs of all learners.
Neuroscience – Forest School Leaders utilise the understanding derived from neuroscience. They acknowledge that positive results and proficiency are gained in an encouraging learning and natural environment. Skills are repeated, and ongoing experiences “facilitate hard wiring.” Ongoing observations from the leader give indicators as to what motivates the learner. The leader can therefore adapt experiences and challenges accordingly. In addition, the child has the opportunity for reflection on their own awareness and thought processes. Being out in nature has been scientifically proven to enhance mood, de-stress the body, calm the mind, boost the immune system and is hugely beneficial in all aspects of mental health.
Emotional Wealth© – When we consider “emotional wealth” we are once again focusing on the whole person. This applies whether that be the learner or indeed the leaders themselves. This process involves understanding not just self (the inside of me) and how one self-regulates and self-motivates.
It also covers how the learner sees themselves, impacting those around the learner (the outside of me). Forest School has adopted a star to demonstrate how these key aspects interact with one another. This is our ethos and at the heart of everything that we do when it comes to planning. It is easy to see with the aid of the star how Forest School can be supportive in all aspects of the “whole” person.
This approach helps them to better understand what makes them tick. By exploring one’s self through the participation in Forest School activities, the learner can not only confidently grow as an individual. They also develop a sense of self-worth and empowerment which they can use to positively impact their wider community.
Photograph courtesy of Rochelle Brown Relationships – Participation in a Forest School programme affords the learner the opportunity of exploring and developing a variety of relationships. These interactions are not just with other people such as their peers, leaders, and volunteers, etc., but also associations with their surroundings. This includes the climate, location, the flora and fauna, to name but a few. Also, once again, there are endless opportunities for developing that all-important relationship with self. The bonds and rapport that a learner feels when building all of these relationships help determine their experiences and manage their expectations. Reference back to Maslow’s hierarchy of needs illustrates the importance of all of these interactions in the pursuit of a positive outcome.
Generation of Ideas – When thinking about outdoor activities, Forest School offers unlimited opportunities as a workspace to explore and use imagination. It fosters play, creativity, teamwork, shared thinking, and problem-solving. Learners will be able to draw on past experiences and look to improve or share their ideas. They will have the freedom to think outside the box and generate new ideas. This can be within their community or as self. As a leader looks to facilitate ideas, they generate these by putting the learners again at the heart of all activities. Through observation and assessment of their learners, they can gently lead or coax the generation of thoughts and ideas. They provide appropriate opportunities, but ultimately, the learners are empowered to discuss, explore, and put into practice the journey they need to achieve a desired outcome.
Yearly – At the heart of the Forest School ethos is the opportunity for learners to grow mentally, physically, and intellectually. This growth happens not just as individuals, but also as members of a community. To see any genuine growth and change, this has to happen over a long period of time. It cannot be achieved in just a few days or weeks.
Therefore, Forest School programs are long-term and delivered continually for a minimum once a week session over the course of a year. By committing to these long-term programs, we are affording our learners the best opportunities to build on their repeated experiences. This facilitates values and belief systems.
We are enabling them to better understand and forge the relationships with those around them and also with their surroundings. This is accomplished by encountering different seasons and weather conditions. During these long-term programs, we as leaders are better able to assess and evaluate the needs and motivations of our learners as individuals. In turn, we work with them to develop programs which challenge but also excite them.
