Forest schools have gained popularity in recent years as an alternative educational approach that emphasizes outdoor learning and nature-based activities. However, a recent article by Emma Brockes has raised concerns about the true intentions behind some forest school programs. Brockes argues that some state schools may be using forest school as a cynical marketing tool to attract wealthy parents, rather than focusing on the needs of all students.
In response to Brockes‘ claims, Stephen Simpson, who has 25 years of experience working in education, challenges the notion that state schools have the resources or inclination to engage in such manipulative tactics. Simpson runs a forest school program in a state school that caters to children from diverse socioeconomic backgrounds. The common thread among these students is their struggle to thrive in a traditional classroom setting due to various challenges such as childhood trauma or neurodiversity. Simpson emphasizes that his forest school follows the guiding principles of providing nurture at the child’s pace, allowing them to build emotional resilience and self-belief over time.
Simpson’s testimony highlights the transformative impact that forest school can have on students who may not fit the mold of traditional education. By offering a space for children to lead their own learning and explore nature at their own pace, forest schools can help students flourish and develop a sense of agency and self-worth. This approach stands in stark contrast to the pressure-cooker environment of mainstream education, where students are often pushed to meet arbitrary attainment levels without regard for their individual experiences and needs.
Brian Crane, a retired chartered forester and horticulturist, also shares his positive experience with a forest school program for year 1 children at a local junior school. The program, led by a qualified forest school leader and supported by teachers, parents, and first aiders, provides a safe and nurturing environment for children to engage in outdoor activities and games. Crane emphasizes the importance of allowing children the freedom to choose their activities and simply enjoy being in nature, regardless of the weather conditions.
Overall, the testimonials from Simpson and Crane paint a picture of forest schools as a valuable and inclusive educational option for students who may not thrive in traditional classroom settings. By prioritizing individual needs, fostering a love of nature, and promoting self-directed learning, forest schools offer a holistic approach to education that can benefit students from all backgrounds. It is clear that when implemented with integrity and a genuine commitment to student well-being, forest schools have the potential to make a meaningful difference in the lives of young learners.