Research to explore wellbeing benefits of forest schools

A research project led by the University of York and Humber Teaching NHS Foundation Trust will aim to gather robust evidence on whether forest schools can improve the mental health and wellbeing of primary school children across the country.

A forest school is an outdoor education delivery model in which students visit natural spaces to learn personal, social and technical skills.

Developed from the Scandinavian tradition of “Friluftsliv”, literally meaning “free air life”, forest schools allow children to connect with nature through child-led activities including fire skills, using tools, navigation, cooking and growing food, den building and nature appreciation.

The researchers leading the study, which is funded by NIHR (The National Institute for Health and Care Research), have recruited eight schools in the Yorkshire and Humber region to take part in the research.

They are aiming to study how Forest Schools could best be delivered to children aged between seven and eleven years as part of efforts to tackle the UK's growing mental health crisis among children and young people.

Co-lead researcher Dr Hannah Armitt, clinical research psychologist at Humber NHS Teaching Foundation Trust and the Institute for Mental Health Research at the University of York, said: "There is a growing body of evidence which highlights how individuals who feel more connected with nature tend to experience greater happiness and a sense of purpose in life.

“However, many children currently have limited access to green spaces and the benefits they offer for play and connection with nature. The COVID-19 pandemic has exacerbated existing inequalities, with children from ethnic minority backgrounds and low-income households disproportionately affected.

“Forest schools provide an immersive, child-led environment that contrasts with traditional classroom settings. By allowing children to explore their interests and experiment, forest schools foster self-esteem and purpose beyond academic achievement. Teachers report improved school attendance and enjoyment, with some children attending school exclusively on forest school days."

The research will focus on key stage two children because, although many pre-school children attend and benefit from forest schools, researchers have observed a significant decline in nature connection during the early teenage years.

The research aims to establish which aspects of Forest School are the most useful and how schools can be supported to establish them, even in cases where there is limited outside space.