Forest Schools - History and Motivation

History and Motivation

Originally a concept developed in Wisconsin in 1927. Laona, Wisconsin claims the world's first school forest. The late H. L. Russell, Dean of the College of Agriculture, at the University of Wisconsin–Madison, conceived the idea of school forests. His suggestion was supported by the land use planning committee of Forest County, and in 1927 a tract of land was purchased for the Laona school forest. The idea for a forest school was implemented by Wakelin McNeel who was a 4-H leader in Wisconsin. The first forest schools were located in Laona, Wabeno and Crandon, Wisconsin.

Later in the 1950s the idea was introduced in Sweden, Denmark and other countries of Europe. In Denmark it became an embedded part of the curriculum for pre-school children (under seven years) stemming from their småbørnspædagogik, or 'Early childhood education'. Children attending Forest kindergartens were arriving at school with strong social skills, the ability to work in groups effectively, and generally children had high self-esteem and confidence in their own capabilities.

This ethos was introduced to the UK during the 1990s. The growth of Forest Schools has been unprecedented throughout the UK with many practitioners providing quality provision true to the original ethos.

In 1957, a Swedish man, Goesta Frohm, created the "Skogsmulle" concept to promote learning about nature, water, mountains and pollution. With an increasing focus on measurable outcomes, forest schools have gained acceptance as an educational method in their own right. In Denmark, nature schools as well as forest kindergartens are popular with both school teachers and children.

The Biophilia hypothesis argues that a love of nature is instinctive. The term nature deficit disorder, coined by Richard Louv in his 2005 book Last Child in the Woods, recognises the erosion of this by the urbanisation of human society. Attention Restoration Theory and related psychological work has proven health benefits in reduced stress, improved concentration and improved medical outcomes from surgery. Scandinavian countries, rich in woodland, have maintained the human link more closely. Forest Schools practice is based on up-to date pedagogy and andragogy.

Various government and NGO agencies propose the use of woodland as part of the school educational curriculum; for example the Forest Education Initiative and the Forestry Commission. By 2006, there were approximately 140 forest schools in Britain.

The governmental agencies have in some cases been set targets for the use of their resources for education or health benefits, or are focused on the educational outcomes and see forestry as a step towards them.

Many businesses and non-profit organisations facilitate forest school activities, for example Nature's Classroom in the Eastern USA, Cedar Song Nature School in Washington state, USA, or the Green Light Trust in Britain. In Wales training and strategic oversight is provided by Forest Schools Wales and government agencies such as the Forestry Commission who have supported research and the development of practical experience for Forest Schools practitioners. In England support has been provided by the Forest Education initiative to those initiating Forest Schools provision. Such provision is provided within schools using their own trained staff or by external independent Forest School providers. External providers and businesses have vast experience.

Using a Forest school approach Mindstretchers Nature Kindergartens recently received an outstanding HMIE report with sector leading classification in all areas of inspection. Mindstretchers offer Forest School training courses to enable practitioners to deliver forest school in their own settings and ensure children and teachers work within rich natural experiences. Training takes place throughout the UK and Ireland and internationally with course delegates travelling to the companies’ centre of excellence that was designed by children and then purpose built. Trainers also travel worldwide to deliver the training and share the methodology used within their own Kindergartens. Their methodology has been recognised as excellent practice by the Scottish Goverment. Mindstretchers also support the charity Living classrooms to ensure that as many children and groups as possible can benefit from forest school sessions based on interests and activities that suit the group needs.

Archimedes Training have been providing Forest Schools training for 10 years and are developing and refining Forest School practice. They are the largest Forest School Training provider in the world, training Practitioners from Canada, USA, China, Maylasia, Australia, New Zealand and many countries in Europe. They have developed the Forest School ethos to apply to coastlines and are the first to offer Bush Schools training to take place in Australia.

Other providers include colleges such as Bridgwater College in Somerset who were the pioneers of the Forest School concept in UK in 1994. Bridgwater College have since achieved many accolades for their Forest School achievements. They continue to be highly influential through their training of Forest School teaching staff and their own Forest School sessions and activities.

Some mainstream schools emphasise their forest school activities. "All the children enjoy Forest School. Children can understand some concepts more easily in the outdoor environment of Forest School than they would in the classroom. In addition it feels like a break in routine to them, yet they are still learning."

Currently the Institute of Outdoor Learning hosts a Special Interest Group for Forest School which is exploring the possibility of developing a National Governing Body.