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

Objectives:
This study investigates the role of Forest Schools in promoting psychological wellbeing among children, with a focus on how outdoor education supports emotional regulation, social skills, and self-esteem. The research explores the question: How do Forest School environments influence emotional and social development in children aged 4-11 years?
Design:
A qualitative design, incorporating both observational and interview-based data collection, was used. The study was conducted across six Forest School settings in the Northwest of England, encompassing both urban and rural contexts. The aim was to assess the effects of experiential outdoor learning on children’s psychological wellbeing in relation to emotional regulation, social interaction, and self-esteem.
Methods:
The study involved 120 children (ages 4-11), with 60 from primary schools and 60 from community-based initiatives. Data were collected through direct observations of outdoor activities and semi-structured interviews with 15 educators, 10 parents, and 10 children. Thematic analysis was used to identify patterns in emotional and psychological outcomes.
Results:
Preliminary findings suggest that 75% of children reported improved emotional regulation, 80% showed increased self-esteem, and 90% demonstrated enhanced social skills. Themes included reduced anxiety, improved peer relationships, and a stronger sense of connection to nature, fostering wellbeing and belonging.
Conclusions:
The findings suggest that Forest Schools provide valuable therapeutic spaces for emotional regulation, resilience, and social development. The study highlights the potential for integrating outdoor education into mainstream curricula to support children’s mental health. Limitations include variability in Forest School approaches and the need for further studies to assess long-term impacts.