‘Our Forest School isn’t just the trees.’ Forest Schools: micro-communities for social and emotional development

ABSTRACT

Forest School provision is a growing phenomenon in the UK due to its perceived impact on participant learning and wellbeing. This study sought to understand the impact of Forest School provision on the social and emotional development of participants using practitioner’s reflections. Semi-Structured interviews with six qualified Forest School Leaders explored practitioner experiences working with children and young people. A thematic analysis with a social-constructionist epistemology revealed three interrelated themes, which are inherent in the Forest School ethos. These themes show Forest Schools to be micro-communities constructed by participants. The study concluded that Forest School micro-communities are established by each Forest School that is formed. These micro-communities contribute to the social and emotional development of children and young people through the construction of a shared space, fostering a sense of community and a shared power paradigm between leaders and participants.

KEYWORDS:

• Forest School
• space
• community
• power
• social and emotional development
• learning
• social constructionism

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

L. Blackham

Luke Blackham received his Masters in Child Welfare and Wellbeing from Oxford Brookes University in 2019, He was awarded a JNC recognised BA (hons) in Youth and Community Work from Newman University in 2010 and is a professionally Qualified Counsellor and Member of the BACP. Luke is also a qualified Forest School Leader with an Institute of Outdoor Learning Bushcraft Competency Certificate. He currently works in the voluntary sector as a Youth Activities Coordinator and runs his own outdoor practice

A. Cocks

Alison Cocks has 30 years of experience of working within social care: she has a range of experiences and knowledge which informs her teaching and research activity. Her interests lie in child welfare and wellbeing, in particular children’s experiences of interventions designed to support their childhoods and overall wellbeing. As a registered Social Worker Alison is a Senior Lecturer (Education) and Division lead for Social Work at Brunel University, London.

L. Taylor Bunce

Louise Taylor Bunce is a Chartered Psychologist and Fellow of the Higher Education Academy. Her research focuses on understanding the factors that support or hinder our development and ability to thrive. Louise’s recent research explores resilience in social work students, experiences of BME students in higher education, and the impact of defining students as consumers on their attitudes towards learning. She has also examined children's understanding of what's 'real' and the impact of engaging in fantasy on cognitive development.