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

Objectives:
This study explores the psychological mechanisms underpinning wellbeing in UK
Forest School practice, positioning eco-connectedness as an emerging area within health psychology. It investigates how outdoor pedagogies support emotional regulation, autonomy and belonging for diverse participants, particularly children experiencing social and emotional challenges.
Design:
A qualitative interpretive design was adopted to capture lived experiences within
natural settings. The study was theoretically grounded in social constructivism,
ecofeminism and Foucauldian understandings of power and space.
Methods:
Ethnographic fieldwork was conducted across six Forest School sites in North West England. Data were collected through participant observation, semi-structured interviews with practitioners and children (n = 24), and researcher reflexive journaling. Thematic analysis was undertaken using NVivo, guided by Braun and Clarke’s framework, to identify recurrent psychological processes of wellbeing.
Results:
Three interlinked processes were identified: (1) embodied regulation - using sensory interaction with natural materials to manage emotion and stress; (2) relational autonomy - developing trust, agency and shared control within group dynamics; and (3) ecological belonging - experiencing identity and connection through care for place and community. Participants reported reduced anxiety, enhanced confidence and improved social connectedness.
Conclusions:
Forest School practice offers a psychologically restorative and inclusive space that supports emotional resilience and social wellbeing. The findings contribute to health psychology by articulating eco-connected pedagogies as preventative and therapeutic approaches to mental health, relevant to sustainability and wellbeing futures.