🔗Introducing forest school in the early years

Christina Dee, Director of the Forest School Learning Initiative

Introducing Forest school in the early years considers the positive impact of children regularly spending time outdoors, and how this enables them to self-regulate, problem solve, appreciate nature and responsibility towards it.

Forest school enables delivery of the Early Years Foundation Stage in a fascinating and effective way within an outside space, with regular learning experiences taking place throughout the year, where children learn valuable skills through a hands-on approach that helps develop their confidence, emotional intelligence and resilience and improves their self-esteem. It offers practical guidance on creating a Forest School, explaining how this informs the provider’s pedagogy and contributes towards the curriculum. Health and safety measures are also outlined, alongside practical template resources for running sessions effectively.

This is an online publication with downloadable supporting documents.

🔗An Analysis of the Impact of Forest School Provision on Early Years Foundation Stage Outcomes Using CASEY

Arnold, G. & Knight, S. (2019)

Arnold and Knight suggest that Forest School activities may positively influence children's development, particularly in the Personal, Social and Emotional Development (PSED) area of the Early Years Foundation Stage (EYFS). Their data analysis indicates measurable benefits in this domain.

🔗The Hare and the Tortoise go to Forest School: Taking the scenic route to academic attainment via emotional wellbeing outdoors

McCree, M., Cutting, R., Sherwin, D. (2018)

This study follows a three-year Forest School programme for disadvantaged children and finds increased emotional wellbeing and academic progress. It highlights how outdoor learning supports school-readiness and achievement by focusing first on emotional wellbeing.

🔗Place-based Nature Kindergarten in Victoria, Australia: No tools, no toys, no art supplies

Journal of Outdoor and Environmental Education, 2018

Australian educators critique the adoption of UK Forest School models and warn against commercialisation. They advocate for a more authentic, place-based nature experience, rooted in local ecology and pedagogy.

🔗Nest in the Woods: Forest School Research

Nest in the Woods

A helpful collection of current research summaries exploring the wide-ranging benefits of Forest School and time spent in nature. Includes references and links for further reading.

🔗Study Reveals How Forest Schools Can Benefit Children’s Development

Loughborough University, 2017

This summary and short video examine how outdoor learning through Forest School enhances children's overall development. Key areas of benefit include emotional wellbeing, social interaction, and cognitive growth.

🔗Well-being in the Woods

Jon Cree, Forest School Association Conference, 2017

Jon Cree discusses how Forest School supports health and wellbeing through three types of engagement: with nature, with others, and with creative tasks. The report reflects on conference themes and broader questions about Forest School’s contribution to mental and emotional health.

🔗Outdoor Learning Spaces: The Case of Forest School

Frances Harris, University of Hertfordshire, 2017

Research shows that Forest School outdoor spaces reshape how children and educators interact. The environment encourages collaborative learning and redefines traditional classroom dynamics, promoting shared learning and teaching roles.

🔗Nature Preschools & Forest Kindergartens: 2017 National Survey

Natural Start Alliance (US), 2017

This large-scale US survey of over 250 early years nature programs shows growth in the sector, serving 10,000 children annually. However, the findings also reveal a lack of cultural and linguistic diversity within these programs.

🔗Forest Research: Children & Young People’s Engagement with Nature

Forest Research, Ongoing since 2005

An ongoing exploration of how children and young people interact with natural environments, particularly trees and woodlands. Findings link nature engagement with improved health, wellbeing, and learning.

🔗A Critique of Forest School: Something Lost in Translation

Mark Leather, 2016

A critical analysis of Forest School’s evolution, focusing on its theoretical underpinnings, pedagogical challenges, and the risks of commercialisation. Leather invites open discussion to ensure the model remains effective and authentic.

🔗Impacts of Long-Term Forest School Programmes on Children’s Resilience, Confidence & Wellbeing

Sarah Blackwell, Get Children Outdoors, c.2015

This research review compiles evidence from various studies to show that long-term Forest School participation significantly boosts children’s resilience, self-confidence, and emotional wellbeing.

🔗The Impact of Regular Forest School Sessions on Young Teenagers’ Wellbeing

Otterhead Forest School, Good From Woods Project, 2014

Research from Taunton investigates how short-term (six-session) and longer-term Forest School experiences affect teenage participants’ wellbeing. The study highlights notable emotional and social benefits.

🔗The Benefits of a Forest School Experience for Children in Their Early Years

Sam Massey, 2013

A detailed investigation into Forest School’s impact in Worcestershire LEA. The research highlights benefits in development, risk-taking, life skills, and transitions, as well as the role of the practitioner and setup considerations.

🔗Forest of Avon Trust – City of Bristol College: Forest ‘School’ for Young People

Good From Woods Project, 2011

A study exploring how woodland-based sessions affect the health and wellbeing of young people with learning difficulties. Shows that Forest School-style activities offer therapeutic and developmental benefits.

🔗Forest of Avon Trust – ShireLink: Forest ‘School’ for Adults

Good From Woods Project, 2011

An unusual but insightful study examining the benefits of Forest School for adults with learning disabilities. Highlights the potential for Forest School to support wellbeing beyond childhood.

🔗Can Forest School Act as a Spur to Better Quality Outdoor Experiences?

Sara Knight, c.2009

This report offers a balanced overview of Forest School benefits, while also examining challenges such as quality assurance and misconceptions about its practice. Encourages reflection on the broader outdoor learning landscape.

🔗A Marvellous Opportunity to Learn: A Participatory Evaluation of Forest School in England and Wales

Liz O’Brien & Richard Murray, New Economics Foundation, 2003

A landmark evaluation of early Forest School programmes. Found numerous benefits including increased physical activity, risk management skills, community involvement, staff development, and richer learning experiences across the curriculum.

🔗Forest School and Its Impacts on Young Children: Case Studies in Britain

O’Brien & Murray, Urban Forestry & Urban Greening, 2007

Drawing from case study data, this research identifies six key themes of benefit: confidence, social skills, language and communication, motivation and concentration, physical development, and understanding of the world.

🔗Such Enthusiasm – A Joy to See: Evaluation of Forest School, Phase 2 (England)

Forest School Research, 2005

A comprehensive evaluation of Forest School programmes across England. It documents what children do, how they benefit over time, and the role of the practitioner in creating a supportive, outdoor learning environment.

🔗Forest School Evaluation Project: A Study in Wales

Richard Murray, New Economics Foundation, 2003

A foundational study linking Forest School participation with six key outcomes: improved self-confidence, self-esteem, teamwork, motivation, pride, and environmental awareness. Highlights the role of consistent engagement with a natural setting.