An Overview of Forest School
In the past, formal links between formal classroom education and the outdoor environment were unnecessary due to the freedom, opportunity and time children had to be outside as part of their daily lives. During this time, they naturally acquired practical skills and knowledge that applied to various aspects of their life, whether in their formal academic study, daily life, or future life. However, with the urbanisation of the nineteenth century, which has continued up to today, workers and their families moved into increasingly crowded cities and suburbs. This resulted in limited access to the countryside, fresh air, and healthy exercise, which became a privilege reserved for the middle and upper classes, which remains the case today. As a result, the formal links between classroom education and the outdoor environment have become necessary to make up for the lost opportunities for children to learn from their natural surroundings.
The Historical Context of Forest School
The places in which forest schools are seen to be able to be carried out are not, as the English name implies, restricted to forests and woodlands. In fact, as Dabaja and Yilmaz-Uysal (2023) state, it can consist of urban green space, playgrounds, forests, creeks, prairies, mountains, shorelines, tundra and deserts.
This is because the concept of forest school was developed in Denmark in the 1950s and brought over to the 1990s. Forest School, or as it is known in Denmark, Skogsbornehaven or Naturbornehaven, Bornehaven is a translation of German Kindergarten, Skog means wood or forest and natur is nature.
A similar approach to forest school, like in Denmark, can be seen in Sweden, which is referred to as Skogsmulle, which then progresses into Friluftsliv as a fixed part of the Swedish National Curriculum.
Other terms used for outdoor nature-based educational programs are;
Germany: Waldkindergarten
Australia: Bush School or Kinder
United Arab Emirates: Desert School
New Zeeland: Enviroschools
Japanese: Mori-no-youchien
It is worth noting that the term Forest School, as it is used in the UK, differs from its Scandinavian counterparts. The Forest School approach that we refer to in the UK was originally developed by Bridgwater College, where they conducted sessions in their own nursery setting, which began in the playfields on their campus and later expanded to include a variety of woodland settings.
What sets the UK-based Forest School approach apart is not its development of a forest and outdoor educational philosophy that takes cultural differences and expectations into consideration. In fact, this is one of the core aspects that has enabled the forest school movement to integrate successfully across the goal and across many different environments and, cultures and counties. This is because, unlike other educational philosophies and pedagogies, there is no set framework, curriculum or way of working, meaning that it is able to adjust the implementation of programs to better integrate with the cultural and geographical framework of the counties or regions it is in.
One of the shared cultural norms across all forms of the forest school movement, however, is the emphasis on regular access to the environment for the majority of the population. This enables students to have the opportunity to learn from and connect with nature regularly.
A Broader Context of Forest School
Since the rapid urbanisation and reduction in the influence of the natural world as part of children’s daily lives. In the field of education, there has been a growing trend towards incorporating natural-based experiences and learning methodologies, with the aim of promoting child well-being and environmental awareness and fostering a deeper connection with the natural world. This trend has gained significant traction over the past few decades as educators recognise the critical role that nature plays in children’s cognitive, social, and emotional development (Arvanitis, Touloumakos, and Barrable, 2022).
This drive for an alternative educational pathway for environmental engagement and lifelong learning has enabled the growth of the Forest School movement within the UK. Forest School provides children with a unique learning environment that diverges significantly from traditional classroom settings, offering them an opportunity to engage in child-led activities and learning within a natural setting. Through Forest School, children develop physical and social skills while also fostering a deeper connection to the natural world (Arvanitis, Touloumakos, and Barrable, 2022).
The growth of the Forest School movement can be attributed to the idea that learning is an active process which takes place through the co-creation of activities and stimuli by learners themselves. This idea is at the core of many educational theories, policies, and pedagogical approaches, which makes it less radical and more easily incorporated into school-based practice. This emphasis on active learning also means that learners are not passive receivers of information but active participants in the learning process. By interacting with their environment in this way, learners develop a deeper understanding of the natural world and their place in it.
Other types of outdoor/nature philosophies and pedagogies
McMillan
Margaret McMillan’s outdoor educational approach emphasised the importance of learning through experience and exploration in natural environments. Her approach aimed to develop children’s physical, emotional, and cognitive skills by exposing them to nature and encouraging them to engage with the world around them. She believed that outdoor play and learning provided opportunities for children to develop their creativity, problem-solving skills, and sense of independence and that it was a vital component of a well-rounded education.
Observed the negative and growing implications of the lack of fresh air and healthy exercise that children were receiving and founded her own outdoor early years settings focusing on freedom of movement, play and healthy living, including a balanced and healthy diet.
Isaacs
Susan Isaacs was an advocate of outdoor education and believed that children should have access to outdoor activities and experiences. She established the Malting House School in Cambridge, where children were encouraged to learn through play and exploration of the natural world. Isaacs believed that outdoor education provided children with opportunities to develop their physical, emotional and social skills in a more holistic way than traditional classroom-based learning. Her approach was child-centred and focused on the individual needs and interests of each child.
Hahn
Kurt Hahn’s outdoor educational approach emphasised the importance of experiential learning, character development, and physical fitness. He believed in challenging students to step out of their comfort zones and face new and difficult situations, such as outdoor expeditions and community service projects. Hahn’s approach aimed to cultivate skills such as leadership, teamwork, resilience, and self-confidence in students, helping them become well-rounded individuals capable of making positive contributions to society. His philosophy was influenced by spartan training methods in attempts to develop emotional intelligence and social awareness.
Hahn then later launched the Outwards Bound moment to address what he saw as the moral decline of adolescence – this initiative is still running today. Hahn also worked with the Duke of Edinburgh in creating the Duke of Edinburgh Award.
Reference list.
Arvanitis, A, Touloumakos, A and Barrable, A,. 2022. Parents’ Perception of UK Forest School: Descriptive and Evaluative Aspects. Forest. 13.
Dabaja, Z, Yılmaz-Uysal, S,. 2023. Forest School and its effect on the community: A brief review. PRISM Journal. 5 (1).
Nottingham Education Network 
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