What's new

The authors note that Forest School is seen as highly motivating but lacks a theoretical framework explaining how to optimise motivation. They use Self-Determination Theory, which holds that well-being is promoted by supporting three basic psychological needs: autonomy, competence and relatedness. They link Forest School practices to these needs and suggest ways to strengthen practice using need-supportive teaching approaches from the SDT literature.

Why it matters in Aotearoa

Nature-based programmes like Forest School are growing in early childhood and primary settings in Aotearoa. This article gives teachers a well-established framework for thinking about motivation and wellbeing in that work.

Putting it into practice

In regular nature sessions, teachers can deliberately offer choices, which supports autonomy. They can also set achievable challenges, which build competence, and plan for collaborative tasks, which support relatedness.

How strong is the evidence

This is a conceptual article that applies established theory, with no new empirical data.

What to read

The sections linking Forest School practices to need-supportive teaching.

Who it's for