Peer-reviewed research2017–2026 update
Towards flourishing: the understanding and experience of the staff in one Irish primary school of Forest School
Staff at one Irish primary school described Forest School as promoting children's connection to nature, offering a distinctive space for social-emotional development, and broadening the expression of teacher identity.
What's new
As part of a larger ethnography, this study looked at how eight staff in one Irish primary school understood and experienced Forest School across 22 sessions in 2019–2020. Data came from focus groups, staff review meetings and documents, and was analysed thematically. Staff described Forest School as promoting connection to nature through being in nature and as a distinctive space for children's social and emotional development. They also described new pedagogical routines and a broader expression of teacher identity.
Why it matters in Aotearoa
Interest in Forest School and nature-based approaches is growing in Aotearoa. This study describes how staff in one school experienced regular sessions, both for children and for their own practice.
Putting it into practice
Primary schools trialling regular nature-based sessions can hold staff review meetings during the trial to share what they notice about children's development and their own teaching.
How strong is the evidence
This is a qualitative case study of eight staff in a single school. It offers rich insight into staff perceptions and is not designed to generalise.
What to read
The full article, particularly the themes on pedagogical routines and teacher identity.