Unit 3 – 1.1 Summarise 2 recognised learning theories and explain their relevance to a Forest School programme.

Wellbeing (Ferre Leavers)

Wellbeing, in Laevers’ model, is about how the young person feels inside while they are taking part in activities.
At Forest School, wellbeing shows up through comfort, confidence, enjoyment, safety, and a sense of belonging.

What does wellbeing look like in a teenage Sen student taking part in Forest School or Outdoor Learning?

Feeling Safe and Settled

They trust the familiar adults and the routine of Forest School. Familiar or preferred adults to build confidence before introducing unfamiliar support staff.
The routine of each session is delivered the same way – They know where things are, what will happen, and what the expectations are.
They feel safe using tools, exploring, and taking part at their own pace. They are given time.

*While the student demonstrates challenging behaviours in indoor learning environments, they have shown sufficient responsibility to be trusted with cutting tool*s

Relaxed Body Language

Calm breathing, relaxed shoulders, slow movements.
Listening and following instructions.
They look comfortable being outside—sitting by the fire, walking the site, or joining a group task.
They may enjoy sensory experiences like wind, leaves, fire crackle, mud, or water.

*Students created a seating area using logs, then chilled together enjoying the sensory experience of a windy day*

Sense of Belonging

They feel part of the group, even if their communication style is different. Their voice is heard and they are listened to.
They enjoy being with peers and adults and they can choose “timeout” without feeling isolated. Movements breaks can be integrated into the sessions
They recognise this is their safe space.

*A non-verbal student taking time to just enjoy the moment*

Positive Emotional Expression

They smile, laugh, join in, make comments, share interests, or show pride in a task.
They can express frustration safely and accept help when needed.
They are able to regulate better outdoors due to space, sensory grounding, and lower demands.

*Students who struggle to maintain concentration in the classroom tend to demonstrate improved focus in outdoor environments and take greater ownership of their work*

Confidence to Try

They take small risks: climbing, sawing, lighting a fire, or simply being outside in the woods.
They accept the use of new tools or try new challenges.
Successes build their independence, resilience, and self-esteem.

*Students that like to climb are encouraged to do so safely*

Enjoyment and Engagement

They show genuine interest—collecting materials, exploring paths, using tools, noticing wildlife, or completing a task.
They stay focused for longer periods.

This student is showing a newfound enthusiasm for wildlife and is engaging more frequently in outdoor activities.

Why Forest School Boosts Wellbeing for SEN Teenagers
The outdoors naturally supports Laevers’ wellbeing factors by offering:
*Freedom to move
*Sensory regulation
*Predictable routines
*Hands-on learning
*Reduced social pressure
*Meaningful, real-life tasks
*Opportunities for independence

Using the Leuven Scale in Forest School (1–5)

5 – Very High Wellbeing:
Calm, regulated, joyful, fully engaged with practical tasks, proud.
4 – High Wellbeing:
Relaxed, comfortable, happy to explore independently or in a small group.
3 – Moderate:
Generally okay but hesitant with new tools or unsure about peers, staff or group dynamics.
2 – Low:
Anxious, withdrawn, unsettled by noise, weather, or demands.
1 – Very Low:
Distress, anger, shutting down, refusing all tasks—needs a change in approach.

Zone of Proximal Development/Scaffolding (Vygotsky)

1. What a young person can do on their own (their current ability)

and

2. What they can’t do yet, but can do with the right help (adult guidance, modelling, prompts)

Vygotsky believed this “in-between” space is where the best learning happens—challenging but achievable with support.

Scaffolding

Scaffolding is the help of a supporting adult to help the student achieve. Examples of scaffolding:

modelling the first step
giving verbal prompts or visual cues
demonstrating tool use
breaking a task into small steps
Written (or symbol) schedule of work
offering choices
guiding hand-over-hand then gradually reducing support
encouraging them to take over once confident

*The student is initially supported through hand-over-hand guidance to build confidence, with the level of support gradually tapered as independence increases*

As the student gains skill, the supporting adult removes the scaffold—just like removing support beams once a structure is strong.
This leads to independence.

Why the Zone of Proximal Development and Scaffolding Matter

They help teachers:

pitch tasks at the right level (challenging but achievable with adult support)
give just enough support—no more than needed. (In my experience, this can be very difficult for some support staff in a SEN setting)
gradually build confidence, independence, and resilience
understand that learning is social and grows through interaction with others

Vygotsky’s approach is especially powerful for SEN students because it focuses on strengths, potential, relationships, and supported risk-taking.

Forest Footsteps