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The Forest Schools approach is grounded in research. Below is a selection of peer-reviewed work and published articles exploring how Forest Schools impacts children's wellbeing, resilience and learning, including original research by our founder Sarah Blackwell.
Sarah Blackwell's contribution to the academic literature on Forest Schools includes a chapter in one of the leading UK reference texts on early years education theory.
Sarah's chapter sits alongside contributions on Froebel, Montessori, Steiner Waldorf, High/Scope and Reggio Emilia in this leading UK academic text on early years pedagogy. Used on undergraduate and postgraduate early childhood courses across the UK.
Original and peer-reviewed research into the long-term impacts of Forest Schools on children and young people, including studies on resilience, wellbeing, communication in autistic children, and parental perception.
A study using illuminative evaluation to establish how sustained engagement with Forest Schools programmes shapes children's emotional resilience, self-confidence, and overall wellbeing. Found notable improvements in self-efficacy, persistence, problem-solving, risk-taking, self-belief, independence, and physical and mental health.
A mixed-method study exploring how parents and children perceive outdoor learning programmes. The research found no evidence of high risk in Forest Schools sessions, and substantial evidence that long-term Forest Schools participation increases children's academic, physical and social performance.
A research programme investigating self-initiated communication by primary-aged children with Autism across three settings: classroom, familiar outdoor space (no loose parts) and wild outdoor space (abundant loose parts). The study recorded a 48% increase in self-initiated communication in wild areas compared with the classroom.
Practical guidance on designing a Forest Schools programme: how to set long-term goals, structure individual sessions, and link activities to identified developmental outcomes for each child.
A worked example of how observation, assessment and planning sit at the foundation of any Forest Schools programme, and how leaders use them to shape progression session by session.
An exploration of the broader social and community benefits that emerge when Forest Schools approaches are applied beyond traditional educational settings.
Featured articles from leading early years and education publications, profiling the Forest Schools approach and its impact in the classroom.
Our training is built on more than 25 years of practice, observation and research into what makes Forest Schools work. Bring that depth of experience to your own practice.
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I had a 1-1 session with Pete to help enhance my knowledge whilst completing my forest school training. The session was jam packed with facts, a deeper understanding and so much fun. I came away feeling confident and eager to learn more.
What a fantastic community of people. Above all they believe in the power of what they are teaching. Their training was second to none. They presented a thoroughly researched pedagogy coupled with practical skills and a desire to help children grow and mature.
Teacher of 24 years. Wish I had found this a decade ago. My only regret is not doing it sooner. Life changing.
