Supporting Learning, Engagement and Success Through Nature-Based Pedagogy: Rethinking learning environments through the lens of psychology

Related content

• Outputs

• Forest School and Wellbeing: Promoting Psychological Wellbeing Through Nature-Based Education

  Research output: Contribution to conference › Abstract › peer-review

• Race, power and inclusion in UK forest schools: ecofeminist and Foucauldian perspectives on decolonising outdoor education

  Research output: Contribution to conference › Abstract › peer-review

• An exploration of children’s experiences of the use of digital technology in forest schools

  Research output: Contribution to journal › Article › peer-review

• New boundaries, undecided roles: Towards an understanding of forest schools as constructed spaces

  Research output: Contribution to journal › Article › peer-review

• The University Forest School Space in England: taking seminars outdoors for early years undergraduates

  Research output: Contribution to journal › Article › peer-review

• Taking seminars outdoors in nature: Alternative learning spaces in Higher Education

  Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

• Reimagining Learning: Power, Risk, and Place in Forest Schools

  Research output: Other contribution › peer-review

• Evaluating LJMU Forest School Programme for Schools: staff and student partnership

  Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

• Children’s Experiences of using Digital Technology in UK Forest Schools.

  Research output: Contribution to conference › Abstract › peer-review

• Exploring the Theoretical Foundations of Forest School Pedagogy: Autonomy, Risk and Social Constructivism in an English Context

  Research output: Book/Report › Commissioned report › peer-review

• Challenging gender and power dynamics in Forest Schools: an ecofeminist perspective

  Research output: Contribution to journal › Article › peer-review

• Constructions of Space: Exploring Photographic Images in Forest School

  Research output: Contribution to journal › Article › peer-review

• Foucault and Power: UK Forest School as a socially constructed space for early years teachers and Forest School leaders

  Research output: Contribution to journal › Article › peer-review

• Same Actors, Undecided Roles: Towards an Understanding of Forest Schools as Sites of Knowledge Construction.

  Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

• Eco-connectedness as Health Psychology: Understanding the Psychological Mechanisms of Wellbeing in Forest School Practice

  Research output: Contribution to conference › Abstract › peer-review

• Activities

• Race, power and inclusion in UK forest schools: ecofeminist and Foucauldian perspectives on decolonising outdoor education

  Activity: Talk or presentation types › Oral presentation

• Eco-connectedness as Health Psychology: Understanding the Psychological Mechanisms of Wellbeing in Forest School Practice

  Activity: Talk or presentation types › Oral presentation

• Slow Disasters and Hopeful Spaces: Nature-based Pedagogy in Urban Childhoods

  Activity: Talk or presentation types › Oral presentation

• Prizes

• Vice-Chancellor's Award for Sustainability in Research and Knowledge Exchange

  Prize

• Impacts

• Establishing the first university Forest School in North West England to enhance student wellbeing, learning and professional practice

  Impact: Quality of Life

• Projects

• Forest School, Nature-Based Learning and Psychological Wellbeing

  Project: Internally Funded Staff Research › WAM Personal Development Internally Funded