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Forest School and Its Impacts on Young ARTICLE IN PRESS Urban Forestry & Urban Greening 6 (2007) 249–265 www.elsevier.de/ufug Forest School and its impacts on young children: Case studies in Britain Liz O’Briena,Ã, Richard Murrayb aSocial and Economic Research Group, Alice Holt Lodge, Farnham, Surrey, GU10 4LH, UK bNew Economics Foundation, 3 Jonathan Street, London, SE11 SNH, UK Abstract As Forest School has become more widespread throughout Britain an understanding is needed of its impact. This paper outlines a two-phase evaluation project undertaken in Wales and England from 2002 to 2005. The evaluation was undertaken through a partnership between Forest Research and the New Economics Foundation. A methodology was developed to explore the impacts of Forest School on children and this was then used to track changes in 24 children at three case study areas over an 8-month period. The research highlights that children can benefit in a range of ways. Six themes emerged from the data of the positive impacts on children in terms of confidence, social skills, language and communication, motivation and concentration, physical skills and knowledge and understanding. Two further themes highlight the wider impacts of Forest School on teachers, parents, and the extended family. Contact with the natural environment can be limited for children and young people in contemporary society due to concerns about safety outdoors and issues of risk and liability. Forest School provides an important opportunity for children to gain access to and become familiar with woodlands on a regular basis, while learning academic and practical skills. The constructivist theory of learning seems to be particularly suited to the Forest School approach as children make meaning from their direct experiences. The participatory action research approach taken in this study promoted reflective practice amongst the stakeholders involved and provided them with a sense of ownership of the study, as well as an opportunity to learn from each other. Crown Copyright r 2007 Published by Elsevier GmbH. All rights reserved. Keywords: Constructivist learning; Outdoor education; Participatory action research; Self-esteem; Young people; Forest school Introduction education, this does not have to be the case. The Forest School approach is also being used on a more limited ‘‘Forest School is an inspirational process that offers basis with teenagers and adults who have emotional and all ages regular opportunities to achieve and develop behavioural difficulties. The aim of this two-phase confidence through hands-on learning in a woodland research project was to develop a methodology for environment’’ (Murray and O’Brien, 2005, p. 11). This is evaluating Forest School, and to use the approach to the definition of Forest School that has been developed observe changes in the behaviour of the children who in Great Britain. While the majority of Forest Schools take part. The work started in Wales where a are being run for children and young people in full-time methodology was developed with the help of a range of stakeholders connected to two Forest School settings. It was then tested in Wales before being used in three ÃCorresponding author. Tel.: +44 1420 526155; fax: +44 1420 520558. settings in England. This paper will focus primarily on E-mail addresses: [email protected] (L. O’Brien), the work in England where 24 children were observed at [email protected] (R. Murray). Forest School over an 8-month period. 1618-8667/$ - see front matter Crown Copyright r 2007 Published by Elsevier GmbH. All rights reserved. doi:10.1016/j.ufug.2007.03.006 ARTICLE IN PRESS 250 L. O’Brien, R. Murray / Urban Forestry & Urban Greening 6 (2007) 249–265 Forest School is based on a Scandinavian approach to children prefer outdoor activities, and they engage in teaching that highlights the importance of children more explorative play and activities when in natural having contact with nature from an early age (Grahn, spaces that they can adapt and modify to meet their own 1996; Dietrich et al., 2007). Research in this area has needs (Moore and Young, 1978; Kirkby, 1989; Bingley been undertaken but is often not available in English. and Milligan, 2004). In response to this idea, a range of Following a study visit to a Forest School setting in institutions across Britain are involved in providing Denmark, a group of students from Bridgwater College opportunities for young people such as outdoor activity in Somerset recognised the potential for developing a centres, field study centres, and farm, country park or similar outdoor learning approach for the college’s woodland visits (Dillon et al., 2005). Traditionally, Early Years Learning Centre (Kirkham, 2005; Forest outdoor learning in Britain has encompassed nature Education Initiative, 2006). Since then the number of oriented and adventure activities that are primarily Forest Schools has increased across Britain as the idea undertaken outside of school hours. However, the has become more widely known. The schools that current focus on outdoor learning embraces a broader participate send a selected group of their pupils to concept of learning that is more integrated into school Forest School once a week or fortnight over periods in activities. Thomas and Thompson (2004) carried out the school term of between 2 and 12 months; depending research to explore why the environment matters to on the circumstances of each school. These Forest children. The authors suggest that every child should be Schools can be privately run or, more likely, are entitled to outdoor learning. Opportunities have de- supported by Local Education Authorities (LEA). Some creased in this area in Britain over the past decade LEAs are enabling schools to identify a suitable primarily due to concerns about children’s safety on woodland site to develop Forest School (Parsons, trips outside the classroom, the administrative burden of 2006). Qualified Forest School leaders run the sessions forms that teachers have to complete before going on supported by teachers and teaching assistants. These any trip, and fears of being held liable if something goes leaders may be self-employed, work for the LEA or be wrong. A number of organisations and networks such as teachers themselves. For the schools that participate, the ‘Campaign for Adventure’ are lobbying Government teachers are encouraged to train as Forest School to promote outdoor education (Lewis, 2005). In the past leaders so that the approach can be mainstreamed few years more interest has been shown in using the within their school. Some schools have woodland outdoors for learning. The ‘Growing Schools’ pro- nearby that can be used, while others may have to gramme is a Government initiative which aims to travel a short distance by mini-bus to reach a suitable encourage all schools to use the outdoor classroom as site. The activities that are undertaken are wide ranging a context for learning across the curriculum (Teacher- and can be linked to the national curriculum and net, 2006). The British government has stated that foundation stage objectives. The national curriculum is ‘‘there is strong evidence that good quality learning a framework used by all schools to ensure that teaching outside the classroom adds much value to classroom and learning is consistent (Direct Gov., 2006). The learning’’ (Department for Education and Skills, 2006, activities can involve teamwork such as building a p. 5). The Office for Standards in Education (Ofsted, shelter in the wood, collecting twigs as part of a maths 2004, p. 2) explains that ‘‘outdoor education gives depth lesson in order to make a fire, and finding flora and to the curriculum and makes an important contribution fauna. As part of these activities the children explore the to students’ physical, personal and social education’’. woodland setting using all their senses, they learn about The Forestry Commission (FC) has a tradition of wildlife and undertake a variety of activities. The idea of facilitating and supporting school visits to woodlands. Forest School is to set the curriculum in another context In East England the FC has recently created a Wood- rather than teaching children only about the environ- land Improvement Challenge Fund to help develop ment (Massey, 2004). Forest Schools in the region. The FC suggests that children should have the opportunity to use woodlands from an early age and on a regular basis, particularly The importance of learning in the outdoor those in urban environments. environment The Education and Skills Committee in England undertook an inquiry into Education outside the Class- Experience of outdoor activities can prove to be a room and reported in early 2005 (House of Commons vital part of a child’s development. Research in America Education and Skills Committee, 2005). The report has found that children who play in natural environ- emphasised the value of education outside the classroom ments undertake more creative, diverse and imaginative both in supporting academic achievements and in play; which is seen as an important element in children’s developing social skills. The Committee argued that development (Sobel, 1993; Grahn, 1996; Taylor et al., outdoor education is declining, that provision by 1998; Derr, 2001; Kellert, 2002; Fjortoft, 2004). Many schools is uneven across the country, and that the ARTICLE IN PRESS L. O’Brien, R. Murray / Urban Forestry & Urban Greening 6 (2007) 249–265 251 Department for Education and Skills (DfES) has not lifestyles as children ask their parents to take them on done enough to describe the benefits of outdoor trips to woodland outside of school hours. learning. Risk and bureaucracy, as mentioned above, are often raised as key issues that deter schools from taking children outdoors. The Committee argued that Pedagogical principles and learning theory the DfES should issue a document and the ‘Learning outside the Classroom Manifesto’ was launched after According to Siraj-Blatchford and Sylva (2002) consultation in late 2006.
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