Forest School Leader Myths
Becoming a Forest School leader is an enriching and rewarding role, but several myths and misconceptions surround the position. These myths often lead to misunderstandings about what Forest School leadership entails and the skills required for the role. Here are some common Forest School leader myths and the realities behind them:
Myth 1: Forest School Leaders Are Experts in Outdoor Skills and Nature
Reality: Forest School leaders should have an understanding of how children can learn in the outdoors and they should have a good appreciation for the natural environment where they are working. They are not expected to be survival experts, master bushcraft practitioners or nature experts. The focus is on facilitating learning and fostering connections with nature.
Myth 2: Forest School Leaders Must Have a Background in Teaching
Reality: A teaching background may be helpful, but it is not mandatory as the Forest School approach to learning is different from traditional teaching. Forest School leaders come from diverse professional backgrounds. The primary requirement is understanding Forest School, embracing its ethos and having a passion for working with children in the outdoors.
Myth 3: Forest School Is Just Playing Outside
Reality: While play is central to the Forest School ethos, leaders guide purposeful, child-centered learning that develops problem-solving, creativity, and resilience.
Myth 4: Forest School Leaders Need access to a Forest
Reality: Forest School leaders don't need personal access to large areas of land. Sessions can take place in parks, woodlands, school grounds, or other outdoor spaces. The emphasis is on working with available resources to create a meaningful outdoor experience.
Myth 5: Forest School Is Only for Younger Children
Reality: While many Forest School programs focus on early childhood, Forest School leaders work with all age groups, including teenagers and adults. The principles of Forest School, encouraging exploration, creativity, and connection, apply across all ages.
Myth 6: Leaders Need Forest School Qualifications
Reality:
There is neither a statutory nor a legal requirement for Forest School Leaders to be Level 3 qualified and there is no UK Governing Body for Forest School Leaders. Forest School Leaders with qualifications (OFQUAL or otherwise) and/or experience can lead Forest School sessions.
There is a small membership-based charity (3 employees in 2023) called the Forest School Association that charges fees to members who have a specific FSA-derived qualification; membership of this charity is optional.
In Scandinavia, where Forest School originated in the mid-1950s, Forest School is led by teachers and educators where specific Forest School qualifications do not typically exist and are not a requirement.
Like many professions, a qualification is not synonymous with competence.
It is important to have effective risk assessments, policies and procedures, as well as suitable permissions and comprehensive insurance in place. Continuous Professional Development (CPD) that includes experiential and academic learning, should be integral to all staff development.
Myth 7: Forest School Leaders Are Solely Responsible for Safety
Reality: While safety is a top priority and leaders conduct risk assessments, participants are encouraged to take age-appropriate responsibility for their own risk management. Leaders balance managing risks with allowing learners to develop independence and resilience.
Myth 8: Forest School Leaders Don’t Teach Academic Skills
Reality: Forest School leaders often integrate academic learning into outdoor activities from an experiential basis. For example, measuring sticks can teach math concepts, tracking animal prints can involve biology, and storytelling around a fire encourages literacy.
Myth 9: Forest School Leadership Is All About Fun
Reality: While fun is an important component, being a Forest School leader involves significant responsibility, including:
Managing group dynamics.
Ensuring safety, whilst enabling age-appropriate responsibility for risk management.
Monitoring individual development and making appropriate adjustments to optimise learning experiences.
Handling weather challenges and logistical issues.
Managing administrative requirements.
Myth 10: Leaders Must Be Highly Extroverted
Reality: Successful Forest School leaders come from all personality types. Introverts can excel by bringing thoughtful observation and quiet encouragement, while extroverts may thrive in group facilitation and dynamic activities. An important aspect of Forest School is supporting child-led learning.
Myth 11: Leaders Work Alone
Reality: Forest School leaders often collaborate with co-leaders, teachers, or volunteers. The role involves teamwork and community engagement to create a supportive and inclusive environment.
Myth 12: Forest School Leadership Is a Seasonal Job
Reality: Forest School sessions can run year-round, with leaders adapting activities to different seasons. While weather might influence logistics, the changing environment provides unique learning opportunities throughout the year.
Conclusion
Forest School leaders play a vital role in fostering meaningful connections between learners and the natural world, but the role is often misunderstood. Dispelling these myths helps clarify what it means to be a Forest School leader and highlights the dedication, experience, education, and adaptability required for the role.
