Forest School Leaders - An Alternative Perspective
The Evolution of Forest School: A Return to Simplicity
Forest School, rooted in Scandinavian outdoor education traditions, has transformed as it spread to the UK, often accompanied by myths about qualifications and regulations. At its core, however, Forest School is about something profoundly simple: supporting children in learning through natural, outdoor experiences.
The Scandinavian Origins
For decades, Scandinavian Early Years educators—particularly in Denmark and Finland—have championed outdoor learning. Their approach emphasizes child-led play, exploration, and experiential learning in all weather conditions, with staff guiding rather than controlling. The philosophy reflects a cultural love of the outdoors, where there are no "qualifications" required—just common sense, respect for nature, and a belief in children’s natural ability to learn through real-life experiences.
Forest School in the UK: From Discovery to Doctrine
In the mid-1990s, staff from Bridgwater College visited Denmark and were inspired to bring this outdoor approach to the UK. What started as a refreshing alternative to the rigid, indoor-focused British education system evolved into the "Forest School" concept. Bridgwater College formalized this with qualifications, which soon became synonymous with the term "Forest School."
While qualifications helped standardize training and monetize the practice, they also created misconceptions:
Myth: Only qualified leaders can run Forest School.
Fact: There is no legal or statutory requirement for Forest School qualifications.
The UK's penchant for qualifications—equating them with competence—has led to a belief that Forest School must follow rigid rules. In truth, outdoor learning has been part of British culture for centuries, requiring passion, not paperwork.
Challenging the Myth of Qualifications
Outdoor learning doesn’t demand a prescribed framework. Some of the most inspiring leaders aren’t "Forest School qualified" but are simply passionate about nature, good with children, and adept at creating enriching outdoor experiences.
What Makes a Great Forest School Leader?
A Love of Nature: Inspiring children to connect with their environment.
A Respectful Approach: Listening to and valuing children’s perspectives.
Flexibility: Adapting to children’s interests and the natural environment.
Child-Led Learning: Allowing children to take ownership of their experiences while keeping them safe.
Encouraging Risk Management: Teaching children to assess and manage risks independently.
These qualities align with best practices in Early Years education, whether indoors or outdoors.
A Simpler Approach: Outdoor Learning, Not Labels
Terms like "Forest School" may sound exotic, but they’re often a misnomer. Many settings operate in woodlands, fields, or playgrounds - not forests. Perhaps it’s time to move away from rigid labels and focus instead on the essence of outdoor learning: enabling exploration, creativity, and personal growth in nature. “Forest School” is a term used to embrace a philosophy. And to learn a philosophy, doesn’t need a qualification. It’s time for every teacher, practitioner and educator, to embrace the benefits of both the indoors and the outdoors, ensuring the children’s needs are the priority, whether academic, social or well-being.
Reclaiming the Outdoors
By prioritizing a flexible, child-centered approach over strict doctrines, educators can remain true to the Scandinavian roots of outdoor learning. As seen in examples like "Outdoor Kindergartens," the focus should be on fostering curiosity and joy through nature—not ticking boxes for qualifications.
Whether called "Forest School," "Woodland Learning," or simply "Outdoor Education," the goal remains the same: to give children the freedom, support, and inspiration to learn from the world around them; enabling children to be more free from structure, to explore and self-manage risks, to build self-belief, self-confidence and self-esteem and exemplary social skills.
