Peer-reviewed research2017–2026 update
Learning while playing: Children's Forest School experiences in the UK
Primary children who did a six-week Forest School programme described it as a break from routine, a chance to learn through play, and a time to work together.
What's new
Researchers interviewed 33 children from two mainstream primary schools in England soon after they finished a six-week Forest School programme. The children were asked to reflect on how they learned in the classroom and outdoors. A phenomenological thematic analysis found three linked themes: a break from routine, learning through play, and collaboration and teamwork. The authors suggest that blending Forest School with mainstream schooling contributes to children's social, cognitive, emotional and physical skill development through play-based experiential learning.
Why it matters in Aotearoa
Some New Zealand primary schools run nature-based sessions alongside classroom programmes. This study shows how children themselves describe learning in both settings. The authors argue that primary schools should consider learning outside the classroom as an effective pedagogy.
Putting it into practice
After a block of outdoor sessions, ask students to compare how they learn outdoors and in class, and use their answers to plan the next block.
How strong is the evidence
A qualitative interview study with 33 children from two schools in England, after one short programme. It reports children's views and does not measure learning outcomes.
What to read
The findings section on the three themes, which uses children's own words.