Peer-reviewed research2017–2026 update
The Hare and the Tortoise go to Forest School: taking the scenic route to academic attainment via emotional wellbeing outdoors
Weekly Forest School and outdoor sessions over three years were linked to better attendance and academic attainment for disadvantaged young children. The authors also link emotional learning and wellbeing developed outdoors with academic development.
What's new
This longitudinal mixed-methods study followed 11 children, aged 5–7 when they started, who were disadvantaged socially, behaviourally and economically. They attended weekly Forest School and outdoor learning sessions for three years. Their attendance and academic attainment improved compared with peers at the same school who did not take part. The findings emphasise the importance of social free play outdoors and relationships with a particular place for establishing emotional resilience and self-regulation. Regular outdoor sessions alongside skilled practitioners supported the children's social development and emotional wellbeing.
Why it matters in Aotearoa
For Aotearoa schools working with tamariki facing multiple disadvantages, this study suggests that regular outdoor sessions in a familiar place may support wellbeing and learning together. It supports making outdoor learning an ongoing part of the programme instead of a one-off event.
Putting it into practice
Set up a regular weekly outdoor session in the same nearby place for a small group of young learners, with time for social free play and a consistent, skilled adult leading it.
How strong is the evidence
This is a small longitudinal mixed-methods study of 11 children. It compares them with non-participating peers, but a sample this size limits how far the results can be generalised or causes identified.
What to read
The findings and discussion on free play, place relationships and emotional resilience.