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        Developing a relationship with nature and place: the potential role of forest school

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        Author
        Harris, Frances
        Attention
        2299/24519
        Abstract
        Outdoor learning provides an opportunity for schools to foster children’s engagement with nature. This paper focusses on forest school practitioners’ perceptions of children’s development of a relationship with nature and the place where forest school occurs, through interviews with forest school activity leaders. Reflecting on literature, the analysis of interviews sought to identify the processes through which attachment to place or connection to nature occurs. The findings suggest that through regular and repeated activities in a natural setting at forest school, children become more relaxed, overcome any fears, have fun, connect with nature as they come to know it better, and develop an affinity for the location. Further, they develop a sense of ownership and concern for the forest school setting and desire to protect it. For some forest school practitioners, fostering a relationship with nature and place, and developing pro-environmental behaviour, is a fundamental part of their practice.
        Publication date
        2021-03-18
        Published in
        Environmental Education Research
        Published version
        https://doi.org/10.1080/13504622.2021.1896679
        License
        http://creativecommons.org/licenses/by-nc/4.0/
        Other links
        http://hdl.handle.net/2299/24519
        Relations
        School of Life and Medical Sciences
        School of Education
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