1st Edition

Forest Schools The Research Evidence

Edited By Mark Brundrett, Elizabeth Malone, Avril Rowley Copyright 2025

    Interest in Forest Schools has seen a phenomenal rise in recent years in many countries around the globe with thousands of children now experiencing this new context for learning. Forest Schools have also provided a new focus for researchers wishing to find out more about the opportunities and benefits that can be derived from this specific form of outdoor learning. This text brings together a wealth of material from academics, independent researchers and practitioners who have explored this topic in detail and will be of interest to academic researchers, those undertaking their own research on this and related topics for undergraduate and higher degrees, and to practitioners and school leaders who wish to find out more about this intriguing approach to the education of children.

    The chapters in this book were originally published in Education 3–13.

    Introduction
    Mark Brundrett, Elizabeth Malone and Avril Rowley

    Section A: The Forest School in theory and practice

    1. The Forest School impact on children: reviewing two decades of research

    Ziad F. Dabaja

     

    2. Reviewing two decades of research on the Forest School impact on children: the sequel

    Ziad F. Dabaja

     

    3. Does engagement in Forest School influence perceptions of risk, held by children, their parents, and their school staff?

    Alice Savery, Tim Cain, Jo Garner, Tracy Jones, Emily Kynaston, Kirsten Mould, Laura Nicholson, Sophie Proctor, Rosanne Pugh, Emma Rickard and Deborah Wilson

     

    4. Fostering children’s relationship with nature: exploring the potential of Forest School

    Michelle A. Smith, Ally Dunhill and Graham W. Scott

     

    5. Sometimes there are rules about what girls can do’: a rights-based exploration of primary-aged children’s constructions of gender in Forest School

    Shirin Hine

     

    6. Encounters with Forest School and Foucault: a risky business?

    Trisha Maynard

     

    Section B: UK perspectives on Forest Schools

     

    7. Learning outdoors: the Forest School approach

    Liz O'Brien

     

    8. The place of forest school within English primary schools: senior leader perspectives

    Nicola Kemp and Alan Pagden

     

    9. Practitioners’ perspectives on children’s engagement in Forest School

    Frances Harris

     

    10. Challenges and pedagogical conflicts for teacher-Forest School leaders implementing Forest School within the UK primary curriculum

    Victoria A. Whincup, Linda J. Allin and Joanna M.H. Greer

     

    11. Footprints in the woods: ‘tracking’ a nursery child through a Forest School session

    Melanie Mackinder

     

    SECTION C: International perspectives on Forest Schools

     

    12. Forest School in an inner city? Making the impossible possible

    Heather Elliott

     

    13. A bird’s eye view: comparing young children’s play in Forest School in England with Forest Kindergarten in Denmark

    Melanie Mackinder

     

    14. ‘Wow! Is that a birch leaf? In the picture it looked totally different’: a pragmatist perspective on deep learning in Norwegian ‘uteskole’

    Øystein Winje and Knut Løndal

     

    15. A balancing act: a constructivist perspective of the adult’s role in Forest School in England and Forest Kindergarten in Denmark

    Melanie Mackinder

     

    16 The importance of recognising and promoting independence in young children: the role of the environment and the Danish Forest School approach

    Anna Cerino

     

     

     

     

    Biography

    Mark Brundrett is Professor Emeritus at Liverpool John Moores University, UK, and Executive Editor of Education 3–13, International Journal of Primary, Elementary and Early Years Education.

    Elizabeth Malone is Reader in Education, Pedagogy and Citizenship, Manchester at Metropolitan University, UK, and Editor of Education 3–13, International Journal of Primary, Elementary and Early Years Education.

    Avril Rowley is Senior Lecturer in Primary Education at Liverpool John Moores University, UK.