Outdoor learning spaces: The case of forest school

Abstract

This paper contributes to the growing body of research concerning use of outdoor spaces by educators, and the increased use of informal and outdoor learning spaces when teaching primary school children. The research takes the example of forest school, a form of regular and repeated outdoor learning increasingly common in primary schools. This research focuses on how the learning space at forest school shapes the experience of children and forest school leaders as they engage in learning outside the classroom. The learning space is considered as a physical space, and also in a more metaphorical way as a space where different behaviours are permitted, and a space set apart from the national curriculum. Through semistructured interviews with members of the community of practice of forest school leaders, the paper seeks to determine the significance of being outdoors on the forest school experience. How does this learning space differ from the classroom environment? What aspects of the forest school learning space support pupils' experiences? How does the outdoor learning space affect teaching, and the dynamics of learning while at forest school? The research shows that the outdoor space provides new opportunities for children and teachers to interact and learn, and revealed how forest school leaders and children co-create a learning environment in which the boundaries between classroom and outdoor learning, teacher and pupil, are renegotiated to stimulate teaching and learning. Forest school practitioners see forest school as a separate learning space that is removed from the physical constraints of the classroom and pedagogical constraints of the national curriculum to provide a more flexible and responsive learning environment.

‘That’s given me a bit more hope’ – adolescent girls’ experiences of Forest School

“…There is evidence that nature can have a positive impact on mood, coping skills and personal development through experiences that restore psychological resources and promote cognitive development (Roe and Aspinall 2011a;Mainella, Agate, and Clark 2011;Tillmann et al 2018) and that outdoor activities can be used to promote wellbeing (Ewert, McCormick, and Voight 2001;Russell and Gillis 2017). Outdoor-based learning programs may provide a mechanism in which to generate this impact in youth and serve as a protective intervention (Mainella, Agate, and Clark 2011;O'Brien 2009;O'Brien and Murray 2007;Slade, Lowery, and Bland 2013) while providing a unique learning environment for children, which can compliment traditional classroom learning (Harris 2018;Pimlott-Wilson and Coates 2019).…”

“…Research has evaluated the impact and outcomes of Forest School programs. Qualitative studies have predominantly gathered data from parents, Forest School leaders and other stakeholders (O'Brien and Murray 2007;Slade, Lowery, and Bland 2013;Harris 2018), or from young children (Ridgers, Knowles, and Sayers 2012;Coates and Pimlott-Wilson 2019;Pimlott-Wilson and Coates 2019). A study by Roe and Aspinall (2011b) looked at adolescents, however questionnaire data was used and the focus was on behavioral outcomes rather than wellbeing, which may have provided a broader case for the benefits of the program.…”

“…Given the unique learning experiences and skill development that Forest School offers, it is possible that this type of program could be used to complement and enhance children's experiences of traditional school (Coates and Pimlott-Wilson 2019;Pimlott-Wilson and Coates 2019), and provide a beneficial contrast to formal teaching, which removes the academic pressures to meet curriculum targets for both students and teachers (Harris 2018), and provides a more democratic learning environment (Kraftl 2018).…”

Rethinking learning? Challenging and accommodating neoliberal educational agenda in the integration of Forest School into mainstream educational settings

“…Research into outdoor learning suggests that it supports academic achievement and the development of confidence, self‐esteem, and independence (Coates & Pimlott‐Wilson, ); Maynard, ; Quibell et al., ), positively influencing children's attitudes to outdoor play and environmental awareness (Ridgers et al., ; Waite et al., 2016a). Fostering a positive attitude to the environment and a connection with nature, Forest School is a form of outdoor learning which is removed from the physical and pedagogical constraints of the mainstream classroom (Harris, ).…”

Experiencing the outdoors: Embodied encounters in the Outward Bound Trust

“…There is now a burgeoning body of literature on the geographies of education (Brookes et al., ; Holloway et al., ), and a growing academic interest in alternative education practice (Harris, ; Kraftl, ). This is in line with expansion in the field of outdoor education, which has developed in popularity and depth over the past two decades, through a growing call for education which is cross curricular, locally relevant, and which places strong emphasis on student responsibility (Beames & Ross, ).…”