Does engagement in Forest School influence perceptions of risk, held by children, their parents, and their school staff?

Savery, Alice; Cain, Tim; Garner, Jo; Jones, Tracy; Kynaston, Emily L.; Mould, Kirsten; Nicholson, Laura; Proctor, Sophie; Pugh, Rosanne; Rickard, Emma; Wilson, Deborah

doi:10.1201/9780429436451-37

Cited by 2 publications

(2 citation statements)

References 2 publications

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“…This allows children to have increased interactions with the natural environment, as well as increasing knowledge, interest, and sensitivity towards nature [ 29 , 30 ]. Forest Schools engagement also provides improved knowledge, understanding, and respect for the natural environment, and increased ability to perceive and manage risk [ 19 , 29 , 31 , 32 , 33 , 34 ].…”

Section: Introductionmentioning

confidence: 99%

Exploring Gender Differences within Forest Schools as a Physical Activity Intervention

et al. 2018

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This study investigated whether children engaged in more physical activity (PA) on school days that included Forest School (FS) sessions than a regular school day or a school day with a Physical Education (PE) lesson. How FS sessions influenced children’s general levels of PA and wellbeing was also explored across gender. A mixed-methods study followed a sample of 59 child participants aged 7 to 9 years old, from four primary schools, whilst taking part in twelve weekly FS sessions. Measures included the PA Questionnaire for Older Children and accelerometry data together with an individual Write and Draw task to inform focus groups. Children had significantly greater levels of light PA on a FS day and a PE school day compared to a regular school day and children reported feeling both happier and relaxed as a consequence of the intervention. From the qualitative data, boys and girls reported different likes of the FS interventions, whereas their dislikes of FS were comparable. Findings from this research provide evidence for such outdoor, nature-based learning within the school curriculum contributing to daily PA in children.

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Section: Introductionmentioning

confidence: 99%

Exploring Gender Differences within Forest Schools as a Physical Activity Intervention

et al. 2018

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“…Improvements in physical activity and physical development through Forest School are also highlighted by Harris (2015) and Coates (2019). Coates (2019) argues that the challenging and unpredictable natural environment in which Forest School is situated, alongside the opportunity to engage in adventurous and risky play, can help support positive physical development within Forest School settings, as per Savery et al (2020).…”

Section: Understanding the E Xisting E Vidence Basementioning

confidence: 99%

The development of an interdisciplinary theoretical framework for Forest School in the United Kingdom

Knight,

Coates,

Lathlean

et al. 2023

British Educational Res J

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A growing evidence base has demonstrated the value of Forest School as an outdoor learning approach which supports a range of benefits including improved physical, social and mental wellbeing, increased confidence and self‐esteem and the development of problem‐solving skills. However, critics of Forest School have argued that a lack of theoretical coherence and detail risks the misinterpretation of Forest School and its pedagogy by both practitioners and researchers. This paper responds to these concerns, establishing a comprehensive and detailed theoretical framework for Forest School. Through a thorough examination of evidence supporting Forest School delivery, we examine the theoretical keystones of this pedagogical approach to inform an interdisciplinary theoretical understanding of Forest School. We argue that Forest School is a particular socially constructed approach to outdoor education, which is informed by social constructivist experiential learning theory. This is driven by two core components. First, play‐pedagogy, which includes the opportunity to experience risk and be creative. Next, biophilic interaction, which examines the human innate desire to be in nature. This is informed by the cultural origins of Forest School development as underpinned by Nordic notions of friluftsliv and by theories of place attachment. Taken together, this theoretical framework considers the breadth of knowledge that underpins Forest School and recognises its growing evidence base, which positions it as a rich and valuable pedagogical approach.

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Does engagement in Forest School influence perceptions of risk, held by children, their parents, and their school staff?

Cited by 2 publications

References 2 publications

Exploring Gender Differences within Forest Schools as a Physical Activity Intervention

Exploring Gender Differences within Forest Schools as a Physical Activity Intervention

The development of an interdisciplinary theoretical framework for Forest School in the United Kingdom

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