Peer-reviewed research2017–2026 update
Synergies of affordances and place-based relationality in Forest School practice: implications for socio-emotional well-being
This conceptual paper argues that Forest School should combine Western affordance theory with Indigenous place-based relationality to support children's social and emotional wellbeing.
What's new
This conceptual paper notes that Forest School has been adapted in countries including Australia, Canada and New Zealand, where European and Indigenous cultures meet. The authors argue that Forest School needs to go beyond play pedagogy. They propose that bringing together Western ideas of affordances with Indigenous place-based relationality offers a better basis for reciprocal relationships with land, place and nature, which they suggest will enhance social and emotional wellbeing. They call for co-designed research by Indigenous and non-Indigenous researchers.
Why it matters in Aotearoa
Forest School models are used in Aotearoa. This paper encourages adapting them to local places and Indigenous knowledge.
Putting it into practice
Providers running Forest School-style programmes can work with mana whenua to shape how children build relationships with local land and places.
How strong is the evidence
This is a theoretical position paper with no new data. Its proposals have not yet been tested.
What to read
The argument on synergies between affordances and place-based relationality.