dissertations on forest school

The importance of Forest School and the pathways to nature connection

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• Published: 18 February 2021
• Volume 24 , pages 71–85, ( 2021 )

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• Dave Cudworth   ORCID: orcid.org/0000-0003-4952-4676 1 &
• Ryan Lumber 2  

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Over the past 25 years Forest School in the UK has been growing in popularity as part of a wider resurgence of interest in outdoor learning. A key driver behind this recurrence of interest has been a growing concern over the lack of child exposure to outdoor experiences and with the natural world and their ensuing nature-deficit disorder. This article considers Forest School as linked with the concept of nature connection that is the sensation of belonging to a wider natural community. This sense of belonging developed by being in nature can also be a key factor in promoting attachment and sense of place which in turn is associated with the promotion of health, wellbeing and pro-environmental behaviours. As such the origins towards achieving nature connection are a formal part of the Forest School Association’s (FSA  2016 ). Forest School principals, with growing research linking Forest School and nature connection as concomitant. Recent work has suggested that contact, emotion, meaning, compassion, and beauty are key pathways for the formation of nature connection and there is a strong need to better understand children’s nature connection in this context. Further, from the premise that what goes on in spaces and places is fundamentally linked to both social and spatial processes, this article also attempts to understand the spatialities of Forest School in order to frame the development of nature connection within a socio-spatial analytic.

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Cudworth, D., Lumber, R. The importance of Forest School and the pathways to nature connection. Journal of Outdoor and Environmental Education 24 , 71–85 (2021). https://doi.org/10.1007/s42322-021-00074-x

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Accepted : 15 January 2021

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DOI : https://doi.org/10.1007/s42322-021-00074-x

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Inside out: a case study on the impact of forest school learning for pupils in a secondary school specialist send class.

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Johnson, Emma (2023). Inside out: a case study on the impact of Forest School learning for pupils in a Secondary school specialist SEND class. Student dissertation for The Open University module E822 Masters multi-disciplinary dissertation: education, childhood and youth.

DOI: https://doi.org/10.21954/ou.ro.000175b3

Forest School research involving adolescents is notable by its near total absence from the field. Research involving SEND learners in their own right is also limited and there is an apparent lack of conceptual framework or theory underpinning current research. This proposal aims to fill these gaps by using Vygotsky’s Zones of Proximal Development (ZPD) to understand to what extent Forest School can be developed to aid engagement for Secondary aged SEND learners struggling to access traditional forms of learning and, if Forest School activities can be as beneficial for adolescent learners as they appear to be for younger children.

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Beryl Exley

Claudia Malacrida

A sociological approach to ADHD begins from the position that social and historical contexts matter deeply in the ways that ADHD is understood, experienced and managed. Thus, for example, intra-professional or parent-teacher discord over the correct way to deal with symptoms, shifts in economies and educational systems that provide services to families and children, gendered stereotypes and processes of racialization, or ways of framing children as risky to others or at-risk to themselves, are important aspects of how ADHD exists in the social world. ADHD is, sociologically speaking, a very interesting and important problem in great part because these social and historical aspects of ADHD continue to trouble medical and educational approaches to diagnosis and treatment. Diagnostic rates of Attention Deficit/Hyperactivity Disorder (ADHD) have burgeoned over the past decades, beginning in the United States in the 1970’s and 1980’s, then moving primarily into other developed countries in subsequent decades.. Despite much public debate, ADHD has been enormously ‘successful’ as a diagnostic category. Similarly, rates of treating ADHD-identified children with stimulant drugs have risen in much of the developed world, although diagnostic rates vary considerably both within and between countries. Some of the controversies underpinning the ADHD debates can be seen in sections on *Diagnostic Uncertainty* , * Nevertheless, ongoing and highly public debates persist concerning the diagnosis and medical treatment of ADHD. Researchers and lay writers have argued, for example, that children with ADHD symptoms who go untreated are at risk for adult depression, heightened rates of addiction and criminality, and increased school dropout rates. On the other hand, the risks for children who do receive a diagnosis have been argued to include stigmatization as a result of being labeled with a mental health condition and dependencies on medication in both the short and the longer term for children whose treatment is typically psychopharmaceutical ather than behavioural. Some writers have argued that while ADHD may be a legitimate medical or psychological condition, medication is not the most appropriate response to its treatment, and classroom interventions should be the first, and perhaps the primary, response to children’s challenges, particularly iwhen those challenges are experienced mainly in the classroom. Within this contested terrain, parents, children, educators and helping professionals must make critical decisions about how to best respond to and assist children who are identified as problematic. It is our hope that the following bibliography may help inform such decision-making positively.

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The Forest School initiative and its perceived impact on children’s learning and development: an investigation into the views of children and parents

The study investigated the perceptions of children and parents relating to the Forest School initiative. The aims of the research were to explore children’s and parents’ perceptions of Forest School and consider the potential influence Forest School can have on children’s learning and development. The study explored these views within a setting that had implemented the Forest School initiative at a whole primary school level for a number of years. A qualitative approach was taken and the study used thematic analysis of key concepts and codes. Emerging themes were drawn from children’s and parents’ comments and main themes were identified. The study found that children were able to communicate the fun, excitement and enjoyment they had experienced when talking about Forest School as an initiative. Children conveyed a caring attitude and respect for nature and the outdoor environment and that it was important for them to look after their surroundings. Parents expressed that they valued the initiative and that supporting their children’s education at home was important. However, they felt that children took the Forest School initiative for granted and perhaps saw it as a privilege. In relation to children’s learning, a key theme was children’s apparent enthusiasm and desire to learn. The Forest School experience enabled children to develop and reinforce a multitude of key skills. With regard to children’s development, references were made to a growing sense of awareness and maturity. Concepts of trust and responsibility were conveyed with some reference to a growing sense of freedom being afforded to children as they get older. Further research could seek to establish which professionals are aware of the existence of Forest School and gain their perceptions of its potential benefits. Also, further exploration focusing on the difference in Forest School experiences between the Foundation Phase and Key Stage 2 could provide interesting results. This takes into account the perceived impact the Forest School initiative appears to have contributed to, in relation to the children’s and parents’ perspectives and the context of this study.

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SEFS research in Tetiaroa offers new insights on tropical ecosystems

This fall Wirsing and his team have a return trip planned to the atoll, a grouping of 12 small coral islets that encircle a lagoon in the South Pacific Ocean. 

SEFS Associate Professor, Beth Gardner and Associate Professor Sarah Converse have focused on the seabirds of Tetiaroa. Initially, the two set out to understand their survival and movement patterns. Now, with the assistance of SAFS PhD student, Amelia DuVall , they are tracking seabirds using GPS tagging technology. The technology gives them insights into where the birds go, how long they’re away from the atoll and feeding locations. 

Further research on the seabirds looks at the patterns of their activity before and after efforts to eradicate two non-native species of rat, thought to have arrived in Tetiaroa several centuries ago when the islets were colonized. Conducted by SEFS master’s student, Eve Hallock , this research will give the team more information about the nesting activity of a few seabird species that call Tetiaroa home. 

The College of the Environment’s Director of Marketing, Michelle Ma, has written an in-depth story on this research that you can find here . Her work, accompanied by stunning photos taken by UMAC’s Mark Stone, highlight the incredible research coming out of SEFS and the larger College of the Environment. 

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Zach Schiffman wins Colorado Three Minute Thesis competition

CU Boulder doctoral student takes first prize in state 3MT competition for presentation on the urea molecule

Zach Schiffman (right) accepting a certificate recognizing his accomplishment.

Zach Schiffman, a doctoral candidate in chemistry, beat out Colorado’s other universities to win the state Three Minute Thesis (3MT) competition last month. He won with his presentation, “The Urea Molecule: From Fertilizer . . . to Climate Change?”

This is the second win for Schiffman, who took first prize in the Graduate School’s annual 3MT competition earlier this year. As part of his winnings, he was then invited to represent the university at both the regional (Western Region of Graduate Schools) and state (Colorado Council of Graduate Schools) competitions.

The 3MT event, which began at the University of Queensland in 2008, challenges graduate students to describe their research within three minutes to a general audience. To prepare, CU Boulder graduate students participate in a series of workshops focusing on storytelling, writing, presentation skills and improvisation comedy techniques. The Graduate School then holds a preliminary competition to whittle down the competition to ten finalists, who participate in the final competition at the beginning of February.

More information about the 3MT competition, including how to get involved in the 2024–25 school year, is available on the 3MT webpage .

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Wake Forest University School of Divinity to launch new Initiative on Religion, Pluralism, and American Public Life

At the installation service of Corey D. B. Walker as Dean of the Wake Forest University School of Divinity, President Susan R. Wente announced she has committed funding to support a new initiative on “Religion, Pluralism, and American Public Life” that will be based at the School of Divinity.  

“This initiative will provide the University and the broader public with essential resources to deepen civil discourse and civic engagement in a time when both are critical to our future,” said President Wente. “I applaud the School of Divinity for boldly engaging in this important work.” 

As part of the 25th anniversary celebration of the founding of Wake Forest University School of Divinity, the initiative will launch in the fall of 2024. The initiative builds on the School of Divinity’s ecumenical and interfaith commitments and its signature 2023 Elizabeth and Robert Strickland Symposium, “Religion, Pluralism, and the Fate of Democracy,” which brought scholars together to assess the current state and future prospects of American democracy. 

With the leadership of Dean Walker, the School of Divinity is uniquely positioned to be a national leader for research, public scholarship, and civic engagement at the intersection of religion, pluralism, and American public life.

“Dean Walker is not only a distinguished scholar, but he is also a committed public servant. His scholarship is complemented by his extensive community and civic engagement, including his bipartisan and interfaith work on religious freedom in 

the United States and internationally,” said Wente.

Dean Walker’s extensive scholarship, complemented by his community and civic engagement, brings a wealth of perspective and experience to the initiative. As a distinguished scholar on religion and democracy, Walker has provided expertise and leadership on matters of religion, public policy, and democracy as Freedom Forum Institute Senior Fellow for Religious Freedom at the Freedom Forum Institute in Washington, DC, as a member of the working group on international religious freedom for the United States Institute of Peace, as a member of the Committee on Religious Liberty, and as a member of the advisory council for the BJC’s Center for Faith, Justice, and Reconciliation. 

“This initiative comes at a crucial time,” said Corey D. B. Walker, Dean and Wake Forest Professor of the Humanities. “The very foundation and future of American democracy is intensely contested and religion functions both as a panacea and as a problem. In a moment when our nation is embroiled in an intense struggle over the very substance of democracy in America, an understanding of how religion fuels our highest aspirations and animates our deepest fears is needed now more than ever.”

The 2024-2025 theme, “Across the Borders of Tradition: Conversations in Jewish and Christian Thought and Theology,” reflects the initiative’s dedication to fostering critical interdisciplinary and interfaith dialogue. Over the course of the year, lectures and seminars will feature some of the nation’s leading theologians and scholars of religion; and opportunities for public conversations with prominent scholars and thought leaders who are pioneering new directions in religious thought, theology, and religion and American public life. 

The “Initiative on Religion, Pluralism, and American Public Life” advances Wake Forest University’s commitment to producing new knowledge that fosters inclusive communities. 

The School of Divinity is extending its distinctive legacy as a scholarly hub for intellectual engagement around matters of faith and public life. Current White House executive director of the Office of Faith Based and Neighborhood Partnerships Melissa Rogers previously served as the director of the Center for Religion and Public Affairs at Wake Forest University School of Divinity. The rich legacy of late professor of Christianity and public policy James M. Dunn, who provided legendary leadership for the Baptist Joint Committee, lives on at the school.

For more information about the initiative, visit divinity.wfu.edu/public-life . 

The original post of this announcement appears on news.wfu.edu .

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Local News | Oak Park-River Forest High School ‘Block Party’…

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Local News | Oak Park-River Forest High School ‘Block Party’ leaves attendees asking for repeat next year, officials say

Oak Park-River Forest High School District 200 spokeswoman Karin Sullivan told Pioneer Press that an estimated 400 to 500 people attended the “Community Block Party,” held on the school campus in Oak Park.

“The weather was perfect, dozens of alumni brought chairs just to hear the Jade 50’s, and the activity tables run by our students were constantly busy with young kids and even adults,” Sullivan said.

She previously explained that the purpose of the block party was to celebrate the community for its support of the school — the lone one in District 200 — and showcase students’ talents, clubs and interests.

The block party, set to run for three hours, was held on the west side of the campus, and featured food trucks, face painting done by the school’s Cosmetology Club, and other activities billed as family-friendly.

Entertainment was by The Jade 50’s, a band made up of OPRFHS alumni.

Sullivan said the band members were OPRFHS students in the ‘70s when they were asked to perform for a ‘50s-themed week of history lessons.

They were a hit decades ago and again Sunday.

“We’ve received a ton of positive feedback, with lots of questions about whether we’re going to do it again next year,” said Sullivan.

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Mudslide death: Coach of girl, 10, who dreamt of being a Lioness says team 'devastated' by death

The young girl killed in the mudslide in North Yorkshire has been named as "happy, bubbly" schoolgirl Leah Harrison. She was on a forest walk during a school trip at the time.

Thursday 23 May 2024 21:00, UK

The football coach of a 10-year-old whose dream it was to become a Lioness has said the team is "devastated" by news of her being killed in a mudslide.

Leah Harrison died during a school field trip to Carlton Bank forest on the edge of the North York Moors, North Yorkshire.

A major operation involving 30 mountain rescuers was launched to save her, as heavy rain fell in the area, but she could not be saved.

Described as a "go-lucky little girl", Leah was said to be "obsessed with football" and dreamed of becoming a Lioness.

Her Darlington Football Club coach John Woolnough said the team was "devastated to hear of the tragic passing of Leah".

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He said while Leah had only joined the "family" this season, she had "quickly become a popular member amongst the girls".

"She was a joy to coach - always smiling and trying her best - and had shown big improvements during her time with us," the coach said.

As a mark of respect, the club's Under 11 game this weekend has been postponed.

A minute's silence will be observed at every other youth match.

Lingfield Education Trust said Leah was a "much loved" pupil at Mount Pleasant School in Darlington.

Nick Blackburn, the trust's chief executive, said: "The full details are still emerging but this is clearly a heartbreaking tragedy. Leah was a much loved part of our school and our thoughts and prayers are with her family, friends, and the school staff.

"Counselling is being arranged within the school for pupils and staff. We are all in a state of shock and we would ask that the privacy of the family and the school community is respected while we try to come to terms with what has happened."

Mr Blackburn said in an interview with Sky News that Leah was "obsessed with football", who dreamed of becoming a Lioness, before describing her as "very resilient a girl, she showed real grit and determination in her life".

Her family described Leah as a "happy, bubbly, go-lucky little girl" and said "God only takes the best".

"The beautiful smile, the giddy laugh, the silly jokes. You will never ever be forgotten baby girl," it continued.

"You will achieve your dream and become a player for the Lionesses, spread those wings. May you rest in paradise."

Shared on Facebook, the family said there are plans for a "balloon release" in a local field at 4pm on Monday.

The family is being supported by specially trained police officers.

Denise McGuckin, managing director of Hartlepool Borough Council, which operates Carlton Adventure, said: "We can confirm that a tragic incident occurred during one of the centre's instructor-led outdoor education forest walks near to Carlton-in-Cleveland yesterday.

"We are utterly devastated and heartbroken and our thoughts are with Leah's family and friends and all those affected.

"We are working closely with our partner agencies to carry out a full investigation and we are temporarily suspending all outdoor activities and residential breaks managed by the council.

"Whilst the investigation is being carried out it would be inappropriate for us to comment further."

On Wednesday, North Yorkshire Police said officers were responding to a mudslide which happened at 1.15pm in Carlton-in-Cleveland.

The force said: "We can confirm that one person has sadly died as a result of the incident. Our thoughts are with their family and friends during this difficult time."

No one else was injured during the incident.

The scene was cordoned off throughout the afternoon and members of the public were asked to avoid the area.

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