Revealing Children's Narratives in Forest School and Its Implications for Practice and Pedagogy

• In Event: AERA Graduate Student Research in Progress Roundtable Session Two
  In Roundtable Session: Examining Forest School, Nature-Based Learning, Environmental Education, and Schooling in Rural Contexts (Table 5)

Abstract

This research is an examination of Forest School through the narratives of the children that take part. A gap in the literature points to further need for evidence based practice in mainstream education as well as research providing agency and voice to children. Literature points to increased pressures in the classroom causing a decrease in wellbeing and a negative impact on learning. The six core principles underlying Forest School practice have evidential support to show that following this alternative pedagogy assists pupils in multiple way including promoting wellbeing, resilience and risk taking. With an underlying methodology of interpretive phenomenology the research uses analysis of transcripts from semi-structured interviews to develop concepts and themes that have the participants realities at the core, providing voice to the participants and substantiating Forest School as evidence based practice for Schools.

Author

• Christine Shepherd, Packmoor Ormiston Academy
  Presenting Author