An Australian perspective of a forest school: shaping a sense of place to support learning

Abstract

There is growing discussion on the use of local outdoor environments to enhance a person’s sense of belonging. Sense of belonging and sense of place are components that can promote positive learning identities and attachments to community and, in turn, address issues of cycles of disadvantage. This article researched the impact of an interpretation of the forest school approach to learning in a primary school in regional Western Australia. Using a case-study approach, the research aimed to develop understandings of experiences with regard to self-esteem, sense of belonging and engagement and how these factors supported learning. Results indicated that strategies such as those suggested by the forest school approach can promote a sense of self, belonging and relational connections. These in turn can help to develop dimensions of place, identified as place attachment and place meaning. This has implications for future planning by providing greater depth in understanding the impact of the forest school approach to teaching and learning within the context of the single case primary school. It also raises questions as to how place-shaped identity nurtured in this approach to learning can be positively transferred back into the school and classroom setting.

Keywords:

• nature
• sense of belonging
• sense of place
• forest school

Additional information

Notes on contributors

Fiona Cumming

Fiona Cumming’s career has involved teaching and lecturing in outdoor education, health and physical education in both regional and city settings across Australia. She is currently lecturing units in Health Education and Physical Education in both Primary and Secondary undergraduate courses at Murdoch University, Western Australia. Her research interests are in student engagement and learning in alternative environments and teaching across curriculum areas in the context of physical education and health education.

Melanie Nash

Melanie Nash is a lecturer in the Curriculum and Pedagogy area at the Melbourne Graduate School of Education at the University of Melbourne, Australia. She is responsible for teaching both postgraduate and undergraduate students in the subjects physical education, sport coaching and sport sociology. Her research interests include the development of professional identity in learning communities, learning in alternative environments, and the promotion of interdisciplinary learning through sport and physical activity.