This paper evaluates the impact of the forest environment on aggressive manifestations in adolescents. A remedial educative programme was performed with 68 teenagers from institutions with substitute social care with diagnoses F 30.0 (affective disorders) and F 91.0 (family-related behavioural disorders), aged 12–16 years. Adolescents observed patterns of prosocial behaviour in forest animals (wolves, wild boars, deer, bees, ants, squirrels and birds), based on the fact that processes and interactions in nature are analogous to proceedings and bonds in human society. The methodology is based on qualitative and quantitative research. Projective tests (Rorschach Test, Hand Test, Thematic Apperception Test) were used as a diagnostic tool for aggressive manifestations before and after forest therapies based on Shinrin-yoku, wilderness therapy, observational learning and forest pedagogy. Probands underwent 16 therapies lasting for two hours each. The experimental intervention has a statistically significant effect on the decreased final values relating to psychopathology, irritability, restlessness, emotional instability, egocentrism, relativity, and negativism. Forest animals demonstrated to these adolescents ways of communication, cooperation, adaptability, and care for others, i.e., characteristics without which no community can work.

Arne Næss considered nature the best source of knowledge and regarded the economists as morally responsible for the ecological crisis. Therefore, this research focused on students of economic fields at the university level. The experimental group (n = 236) led by a teacher-as-researcher completed a Business Economic course by forest workshops for one semester because the sustainability principles can be very well explained and observed on examples of forest fauna and flora and then applied in managerial practice. Many similarities were found between forest and business principles (optimal growth rate, teamwork, cooperation models, parasitism). This paper aimed to identify if students’ proficiency in applying sustainable mindset from a forest ecosystem to practice increased. The achievement test compared outcomes of the experimental and control group (n = 190) of students. Based on statistical testing, it can be stated that the experimental intervention led to better results compared to the control group. For issues in which no suitable parallel with the forest ecosystem was found and were therefore explained according to the textbook, group (E) did not perform better than group (C). The methodology is based on qualitative and quantitative research, a mixed-methods approach.