The researchers said, 'It was evident that some of the children displayed positive changes in behaviour that surprised practitioners and could be attributed to their involvement in Forest School.'
Observations were carried out by teachers or Forest School leaders who knew the children well and were able to record subtle changes in behaviour. They scored individual children, from one for 'no change', to three for 'dramatic change'.
Examples included Charles, in reception, who was 'reluctant to make eye contact with adults and would hold his hand up to his face to avoid looking at people' but by the fifth session was joining in with the Forest School song and smiling at the leaders. One SENchild started to use more descriptive vocabulary, such as 'squidgy' to describe mud.
Study co-author Liz O'Brien, from Forest Research, said Forest Schools helped children who live in urban areas become familiar with nature. She said, 'It's clear from parents' comments that some children had not had access to woodland before and it took a while for some of them to become used to being outdoors. In a different setting it can really motivate children. You can see success quite quickly from small tasks such as creating a shelter or whittling sticks.'
Download the report at www.forestresearch.gov.uk.
ends They used statements such as Forest School 'increases self-esteem and self-confidence'
There were also benefits for children's communication and social skills and self-confidence.
Children usually spend between two months and a year in Forest School.
Ms O'Brien added, 'We want to do some longitudinal work to see whether the impact lasts once children go back into the normal classroom environment.'
ends
