There are a number of studies that show how Forest School develops learners’ resilience, confidence, independence, and creativity (see the references at the bottom of this page). Here is a brief summary of the main ways in which Forest School benefits them.
“Resilience is the ability of an individual to adapt to change and stressful situations successfully, in a healthy and constructive manner” – Sarah Blackwell (2015)
Resilience is an important ability for children to develop as they grow older as it means they can cope with the many challenges they will meet. It is known that children develop their resilience through experiences rather than through teaching and this makes Forest School sessions perfect for resilience building. Forest School leaders plan sessions that introduce risky elements such as tools and fire very gradually when the children will benefit from them. This helps to build confidence, independence and teaches the children how to stay safe. Small, achievable tasks are planned into sessions that give children the opportunity to make mistakes, learn from them and have a sense of achievement at the end.
Forest School sessions take place regularly over a period of time, giving the children the opportunity to become more confident in the new environment. As children become more confident they are more likely to take risks and initiate their own play, using their own creativity. The majority of a Forest School session is made up of free play, giving children the freedom, time and space to explore their own interests, make their own decisions, set goals and solve problems. The role of the Forest School leader during this time is to act as a facilitator and assist and scaffold learning when needed. Regular sessions also mean that the routine and rules of Forest School become embedded and children can become more responsible for their safety. This then builds their self-confidence and independence.
References
An Evaluation of Forest School in England (2005) – Richard Murray and Liz O’Brien
A Marvellous Opportunity for Children to Learn – A participatory evaluation of Forest School in England and Wales (2006) – Liz O’Brien and Richard Murray
Impacts of Long Term Forest School Programmes on Children’s Resilience, Confidence and Wellbeing (2015) – Sarah Blackwell
A Forest School Journey 