What's new

The study interviewed forest school activity leaders about how children develop a relationship with nature and with the forest school site. Leaders described children becoming more relaxed, overcoming fears, having fun and getting to know nature better through regular, repeated activities. They also described children developing an affinity for the place, a sense of ownership, and concern and a desire to protect it. For some practitioners, fostering this relationship and pro-environmental behaviour is central to their practice.

Why it matters in Aotearoa

It supports the value of returning repeatedly to the same local natural place, which fits with place-based and environmental education in Aotearoa.

Putting it into practice

Choose one local natural site and visit it regularly across a term or year, so that students get to know it and take on care for it.

How strong is the evidence

The findings rest on practitioner interviews; the abstract does not give the number of interviewees. Children's views and outcomes were not measured directly.

What to read

The findings on how attachment to place develops.

Who it's for