O’ Brien & Murray (2007) Forest School and Its Impacts On Young Children Case Studies in Britain 

This research paper is based on a study that looked at the impact of Forest School on children in Britain. I found it clear and easy to follow, with the researchers explaining how they carried out the study and what they found. I feel it is a reliable and robust piece of research.

The research was field-based because the researchers collected information directly from children taking part in Forest School programmes. They used observations, interviews, discussions with teachers and parents, and feedback from the 24 children themselves over an eight-month period. I particularly enjoyed reading the comments from some of the parents involved in the study. One parent said, “To start with he did not want to go but now he checks to see if it is Thursday and Forest School is on.” This really resonated with me because I have seen similar changes in some of my own students.

The research is mainly qualitative because it focuses on people’s experiences, observations and opinions rather than collecting large amounts of numerical or statistical data.

The researchers concluded that Forest School had a positive impact on many areas of children’s development. They found improvements in confidence, self-esteem, social skills, communication, motivation, concentration and physical abilities. The children also developed a stronger understanding and appreciation of the natural environment. Teachers and parents noticed many of these positive changes, which helped support the researchers’ findings. Reading this made me smile because it reflected many of the changes I observed myself. Confidence was probably the biggest change I noticed during my own programme.

Overall, I think the research is balanced. The authors clearly believe Forest School has many benefits, but they also recognise that more research is needed before full conclusions can be made. They explain their methods clearly and acknowledge the limitations of the study, which makes the research feel trustworthy rather than biased.

The researchers recommend that further studies should be carried out over longer periods of time and across a wider range of schools and settings. They also suggest continuing to evaluate Forest School programmes so that more evidence can be gathered about their long-term impact on children’s learning, wellbeing and development.

I found this research particularly relevant to my own practice. Although the study was not carried out with SEN students, many of the findings reflect what I have observed during my own Forest School sessions. I have seen students become more confident, improve their communication with both adults and their peers, become more independent and show greater resilience when faced with new challenges. Spending time outdoors has also helped many of my students regulate their emotions and engage more positively in learning.

This research has reinforced my belief that Forest School is an effective approach for the students I work with. It supports the importance of providing regular, long-term sessions to get the full impact from the programme. One of the biggest things I have learnt is that Forest School is not about completing activities; it is about giving students the time, space and trust to develop at their own pace. This research reinforced that understanding for me.

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