University of Hertfordshire

By the same authors

Developing a relationship with nature and place: the potential role of forest school

Research output: Contribution to journalArticlepeer-review

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Original languageEnglish
Pages (from-to)1214-1228
Number of pages15
JournalEnvironmental Education Research
Volume27
Issue8
Early online date18 Mar 2021
DOIs
Publication statusE-pub ahead of print - 18 Mar 2021

Abstract

Outdoor learning provides an opportunity for schools to foster children’s engagement with nature. This paper focusses on forest school practitioners’ perceptions of children’s development of a relationship with nature and the place where forest school occurs, through interviews with forest school activity leaders. Reflecting on literature, the analysis of interviews sought to identify the processes through which attachment to place or connection to nature occurs. The findings suggest that through regular and repeated activities in a natural setting at forest school, children become more relaxed, overcome any fears, have fun, connect with nature as they come to know it better, and develop an affinity for the location. Further, they develop a sense of ownership and concern for the forest school setting and desire to protect it. For some forest school practitioners, fostering a relationship with nature and place, and developing pro-environmental behaviour, is a fundamental part of their practice.

Notes

Funding Information: I wish to acknowledge and thank the forest school practitioners who generously took part in interviews and shared their knowledge and experiences. I also wish to thank Richard Murray and the anonymous reviewers who made comments on the paper. Publisher Copyright: © 2021 Informa UK Limited, trading as Taylor & Francis Group.

Research outputs

ID: 19219227