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'Our Forest School Isn't Just the Trees.' Forest Schools: Micro-Communities for Social and Emotional Development

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Title: 'Our Forest School Isn't Just the Trees.' Forest Schools: Micro-Communities for Social and Emotional Development
Language: English
Authors: Blackham, L. (ORCID 0000-0001-7425-1097), Cocks, A., Bunce, L. Taylor (ORCID 0000-0002-8754-9957)
Source: Journal of Adventure Education and Outdoor Learning. 2023 23(2):158-169.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 12
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Secondary Education
Descriptors: Outdoor Education, Social Emotional Learning, Foreign Countries, Elementary Secondary Education, Teacher Attitudes, Educational Environment, Sense of Community, Power Structure, Teaching Methods, Teacher Leadership
Geographic Terms: United Kingdom
DOI: 10.1080/14729679.2021.1984964
ISSN: 1472-9679
1754-0402
Abstract: Forest School provision is a growing phenomenon in the UK due to its perceived impact on participant learning and wellbeing. This study sought to understand the impact of Forest School provision on the social and emotional development of participants using practitioner's reflections. Semi-Structured interviews with six qualified Forest School Leaders explored practitioner experiences working with children and young people. A thematic analysis with a social-constructionist epistemology revealed three interrelated themes, which are inherent in the Forest School ethos. These themes show Forest Schools to be micro-communities constructed by participants. The study concluded that Forest School micro-communities are established by each Forest School that is formed. These micro-communities contribute to the social and emotional development of children and young people through the construction of a shared space, fostering a sense of community and a shared power paradigm between leaders and participants.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1388877
Database: ERIC
FullText Text:
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  Data: 'Our Forest School Isn't Just the Trees.' Forest Schools: Micro-Communities for Social and Emotional Development
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  Data: <searchLink fieldCode="AR" term="%22Blackham%2C+L%2E%22">Blackham, L.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7425-1097">0000-0001-7425-1097</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cocks%2C+A%2E%22">Cocks, A.</searchLink><br /><searchLink fieldCode="AR" term="%22Bunce%2C+L%2E+Taylor%22">Bunce, L. Taylor</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8754-9957">0000-0002-8754-9957</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Adventure+Education+and+Outdoor+Learning%22"><i>Journal of Adventure Education and Outdoor Learning</i></searchLink>. 2023 23(2):158-169.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 12
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Outdoor+Education%22">Outdoor Education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Community%22">Sense of Community</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Leadership%22">Teacher Leadership</searchLink>
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  Data: 10.1080/14729679.2021.1984964
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  Data: 1472-9679<br />1754-0402
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  Data: Forest School provision is a growing phenomenon in the UK due to its perceived impact on participant learning and wellbeing. This study sought to understand the impact of Forest School provision on the social and emotional development of participants using practitioner's reflections. Semi-Structured interviews with six qualified Forest School Leaders explored practitioner experiences working with children and young people. A thematic analysis with a social-constructionist epistemology revealed three interrelated themes, which are inherent in the Forest School ethos. These themes show Forest Schools to be micro-communities constructed by participants. The study concluded that Forest School micro-communities are established by each Forest School that is formed. These micro-communities contribute to the social and emotional development of children and young people through the construction of a shared space, fostering a sense of community and a shared power paradigm between leaders and participants.
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  Data: 2023
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  Data: EJ1388877
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      – Text: English
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        PageCount: 12
        StartPage: 158
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        Type: general
      – SubjectFull: Social Emotional Learning
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Sense of Community
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      – SubjectFull: Power Structure
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Teacher Leadership
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      – SubjectFull: United Kingdom
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      – TitleFull: 'Our Forest School Isn't Just the Trees.' Forest Schools: Micro-Communities for Social and Emotional Development
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