EVC Summer 2026_magazine_AWdigital - Flipbook - Page 29
Outdoor learning
Inside the
FOREST SCHOOL
Catherine Cannon of the Goodwood Education Trust explains how forest schools can transform
education for young people with additional and complex needs
Forest schools are fast growing in popularity in the UK
as the many benefits of outdoor learning become more
widely recognised for all children, but especially for those
with additional needs. The principles and ethos of the
Forest School Association state that a true forest school:
is a long-term process of regular sessions
takes place in a woodland or natural environment
uses a range of learner-centred processes
aims to promote holistic development
offers learners the opportunity to take supported risks
is run by qualified forest school practitioners
Activities include such things as building dens and
putting up hammocks, using hand tools, learning
woodland crafts, laying and lighting fires and cooking
over them, and playing games.
For pupils with SEN and Social, Emotional and Mental
Health issues, being in nature can lower stress levels and
improve concentration – ideal conditions for learning.
In addition, being part of a small group in a familiar
setting is often the answer for children who struggle at
a mainstream school, have lower cognitive processing
skills or are at risk of exclusion.
Forest school helps young people to develop valuable
life skills, such as decision-making, cooperation,
socialisation, communication, perseverance, working
with adults beyond school or family and conflict
resolution. It also gives them the freedom to try new
things while reducing the fear of failure.
“Our weekly forest school sessions are something
our students genuinely look forward to, and
the impact goes far beyond the classroom. The
experiences o昀昀ered by the Trust build con昀椀dence,
resilience and curiosity in a way that is both
meaningful and memorable.”
Naomi Lewry, co-Headteacher, Chichester High School
Teachers really notice the difference back in the
classroom; the children are often more engaged in
their education, their attendance goes up and they
have a real sense of achievement. They also have
higher expectations for themselves. As one
secondary school said, “The child-centred ethos
has built confidence in some highly complex
individuals when little else appeared to work.”
The Goodwood Education Trust is a recognised Provider with the Forest School Association.
Based in West Sussex, it offers long-term Forest School programmes in weekly sessions for
primary and secondary students who are struggling in mainstream education.
THE EVC MAGAZINE – SUMMER 2026
29
