In the UK, Forest School is becoming increasingly popular, and many preschools, nurseries, primary schools and beyond are offering children the opportunity to take part in regular sessions. Forest School is an educational approach, led by a qualified Forest School leader who has undertaken training to develop a deeper understanding of the pedagogy, stewardship of the natural environment and has experience of hands-on practical skills such as using tools and fires safely.
Although the term ‘school’ may sound like a formal educational approach – Forest School in my experience is more likely to be defined as ‘un-schooling’ – it offers a fresh, alternative approach to formal education which is holistic, child-centred and takes place outdoors, preferably in the woods.
The Forest School approach is guided by the Forest School Association (FSA), an independent charity organisation. Forest School is intended to be something separate to children’s everyday experiences. It is a stand-alone session which takes place ideally in the woods rather than a familiar outdoor space or school playground which the children access daily. The Forest School Association (FSA) guidance suggests that Forest School sessions should aim to take place on a weekly basis for a minimum of 2 hours.
“Forest School is a child-centred inspirational learning process, that offers opportunities for holistic growth through regular sessions. It is a long-term program that supports play, exploration and supported risk taking. It develops confidence and self-esteem through learner inspired, hands-on experiences in a natural setting.”
Forest School Association, FSA
The History of Forest School
Where did it all begin? Arguably there have been many influences in the past such as the Scandinavian ‘frilutsliv’ culture (open-air life) and key education theorists such as Rudolf Steiner, Frederich Froebel and Maria Montessori who recognised the importance of outdoor play.
In the UK, a group of preschool staff at Bridgewater College, Somerset visited Denmark in 1993 and were inspired by the Scandinavian approach. They saw children playing outdoors in all-weathers and using tools such as a knife to whittle wood.
Motivated by their observations they started to offer similar experiences for children in their own preschool. Over time other preschools were keen to see their practice, and it became the start of the Forest School movement! The first ‘Forest School’ recognised qualification was created and overtime this has developed to become the Open College Network (OCN) qualification which remains today.
In 2002 a collective group of qualified educators held a national conference and agreed a definition of ‘Forest School.’ Key principles were formed to preserve the approach and help practitioners follow the recommended standards. The ‘Forest School Association’ (FSA) was established in 2011 and the key principles were collectively revised and updated.
The Principles of Forest School
These principles under-pin the education ethos and are intended to be integrated into the Forest School Approach:
- The Long-Term Principle
Forest School is not a one-off session. It takes place regularly and the leader observes the children’s interests to inform planning.
- The Nature Principle
Forest School sessions take place in a woodland or natural environment with trees. Natural resources are used to engage learners and the ecological impact of using the site is closely monitored by the leader.
- The Risk Principle
Forest School recognises the importance of children gaining experiences of taking manageable risks. Risk assessments which follow a risk/benefit analysis are created by the Forest School leader for using tools, fire and enabling risky play such as tree climbing.
- The Holistic Learning Principle
Forest School is guided by a holistic approach to foster self-confidence, resilience, independence and creativity for all learners.
- The Leadership Principle
Forest School sessions are only delivered by qualified leaders (Level 3) who are committed to their own continuous professional development.
- The Community Principle
A learner-centred, inclusive approach with play, choices and reflection are at the heart of Forest School sessions to develop a sense of community.
SPICES
This framework is used by many Forest School practitioners for planning and reflection as it recognises the holistic approach to children’s learning:
Social
Physical
Intellectual
Communication
Emotional
Spiritual
The Forest School approach, similar to the Early Years Foundation Stage (EYFS), starts by observing the child, making informal assessments using the educator’s judgement which informs the planning for future sessions.
Forest School or Outdoor Learning?
It has been wonderful to see a rise in ‘Forest School’ sessions taking place in schools across the UK and there are a growing number of outdoor nurseries too. However, due to budget restraints, lack of accessible green space and a full curriculum timetable (there is a lot of pressure on teachers) some settings are delivering a more outdoor learning focused approach rather than Forest School.
These sessions are based on a specific learning outcome. For example, a Science lesson outdoors for children to explore wildlife in the environment and carrying out nature surveys using I-D charts to support recording their findings.
Although this still offers children the opportunity to spend time outdoors, when an activity has a learning outcome it is not Forest School. There is an important distinction between the two.
My view is that something is better than nothing at all, but I believe there is a place for both not an either or. Recognising that the curriculum coverage absolutely should include opportunities to learn outdoors, as seeing a butterfly first hand vs on a worksheet is no comparison in my view!
The Importance of Forest School Today
I would highly encourage nurseries, schools and parents to consider the value of children taking part in Forest School sessions. It uniquely offers children a connection with nature and enables children to play. Forest School supports children’s wellbeing, self-regulation and helps develop a growth mindset. Taking manageable risks, making choices and socialising alongside their peers.
Just as previous generations were given the freedom to spend lots of time playing outdoors and simply being children… which we must not forget is at the heart of it all.
A Child’s Right to Play
The United Nations Convention on the Rights of the Child (UNCRC) Article 31 enshrined in international law that every child has the right to play.
“The right of the child to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts.”
(Article 31(i), United Nations Convention on the Rights of the Child, 1990)
Why Outdoor Play Matters
Outdoor play has declined by 50% in just a generation (Raising the Nation Play commission report, 2025). Children are spending less time being active and reports show that 27% of children in England are an unhealthy weight and 1 in 8 children are obese. (NHS England, 2022) Children’s leisure time today is increasingly being spent on screen-time rather than simply playing together outside like previous generations.
Endorsed Training by the Forest School Association (FSA)
Online there are a wide range of training providers all around the world. The Forest School Association has ‘Recognised Forest School Trainers’ who they approve based on following the principles, approach and include practical, in-person training elements.
There are 3 Levels of training:
Forest School Level 1 (Introduction/Volunteer)
Forest School Level 2 (Assistant)
Forest School Level 3 (Leader)
In order to set up and deliver your own Forest School sessions you will need a Level 3 qualification, insurance and relevant (to the age of your learners) First Aid qualification.
My Forest School Training Reflections
Looking back at my reflection journal in January 2019, I wrote:
“Spending a week based within the beautiful woods at High Elms was a fantastic experience to begin learning about the practice of Forest School. We all need to be outdoors spending more time in nature! The magical snowy winter season and connecting with nature was very inspiring. Over the course of the week the ethos and approach to Forest School was discussed. We were taught the practical skills and spent most of each day playing in the woods!”
Personally, the practical hands-on elements of the course are what stand out in my memory as having the biggest impact on my learning. Being part of a collective group of fellow educators on their own Forest School journey and the opportunity to practise the skills of using tools, learning knots and making fires. Along with the playful, child-like attitude we all embodied whilst playing games and essentially having the opportunity to experience for ourselves what ‘Forest School’ can offer children. It’s magical!
I must confess that I leapt into training as a Forest School leader without truly realising how much of an impact it was going to have on the course of my teaching career. At the time I had stepped out of the classroom and was on a career break as a mum to my son who was a toddler at the time.
Initially I had intended to put my Forest School qualification to use by offering Forest School services to schools. Little did I know back then that this in fact would be the start of a whole new journey. Rather than stepping back into school, I set up my own business Nurturing Wild Ltd and now enjoy working in the classroom ‘without walls’ – the outdoors!
My journey has led me on a mission to inspire Early Years settings and families to spend more time playing outdoors and connecting with nature.
You can find more about my education services here for parents and educators
Further Information
Link to the FSA website and video ‘What is Forest School?’: https://forestschoolassociation.org/what-is-forest-school/
Forest School Training
If you are interested in finding an FSA approved Forest School Trainer, there are a growing number of trainers on the website which you can search for geographically.
For further information here is a link to the FSA website trainers:
How to choose a Forest School Trainer
If you based in London, I would highly recommend my brilliant FSA approved trainers: