How Forest School supports inclusive practices: observations of child engagement and view of teachers and parents in one English primary school

This study examined the Forest School approach as a way for all children to access outdoor education. In so doing, this study related the values and philosophical principles of outdoor education and inclusion. A key characteristic of Forest School is that it encourages child-led activities to involve pupils in the learning process. Hence, this study examined the way the Forest School could facilitate the needs of pupils, including pupils with special educational needs and/or disability. The research question was approached through an exploratory embedded case study research design within a mixed-methods research paradigm informed by critical realism. The primary research tool was the Leuven Scale of Involvement and targeted children in three different settings. The observations took place while the children were learning in the outdoors at a Forest School, while they were learning indoors, and at playtime during recess. To triangulate the research methods, the study was enhanced by a questionnaire that gathered the parents’ stances and perceptions about the curriculum in their children’s school. Finally, the study used semi-structured interviews to collect qualitative data from the teaching staff. The research identifies deep-level learning levels of pupils with SEND in outdoor education sessions. The Forest School approach was beneficial to all students, particularly to students with SEND. Hence, the research found that Forest School could enable all pupils in Year 3 and Year 4 to fully access the curriculum. The findings also discuss positive outcomes for children and conceptualised disablers and enablers in participating in Forest School. The research concludes by suggesting the use of experiential learning for all pupils, which could be enhanced through the integration of outdoor education into the curriculum.