Forest School has grown rapidly across the UK in recent years, becoming a powerful approach to learning that nurtures confidence, wellbeing, independence, and a deep connection to nature.
But what actually defines a Forest School? And what are the Forest School principles that practitioners must follow?
Whether you are a teacher, parent, outdoor educator or school leader, this guide breaks down the official six Forest School principles in a clear, practical way. You’ll learn what each principle means, why it matters, and how to put it into action.
To explore resources that support Forest School practice, visit:
Forest School Resources: https://themuddypuddleteacher.co.uk/category/outdoor-learning-resources/
Forest School Training: https://themuddypuddleteacher.co.uk/outdoor-learning-training-packages/
What is Forest School?
Forest School is a long-term, child-led, nature-based learning approach that takes place in woodlands or natural outdoor environments. It focuses on holistic development—supporting emotional, social, physical, cognitive and spiritual growth.
Forest School sessions typically include:
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hands-on play
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small tool use
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shelter building
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exploring nature
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campfire activities
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creative challenges
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teamwork and problem-solving
It is not a one-off outdoor session. Instead, it follows a clear set of principles to ensure sessions are consistent, meaningful, safe and child-centred.
The 6 Forest School Principles (Explained Simply)
These official principles guide all Forest School practice in the UK. Below, each principle is explained for both teachersand parents, with practical examples you can apply straight away.
1. Forest School is a long-term, regular learning process.
What it means:
Forest School isn’t a one-time outdoor lesson. It takes place regularly—ideally weekly—and builds momentum over months or an entire school year.
Why it matters:
Children need time to:
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build confidence
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develop skills
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form relationships with nature
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take meaningful risks
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reflect on experiences
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work through challenges
What this looks like in practice:
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Weekly 1–2 hour sessions over 6–12 months
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Reflection circles at the end of each session
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Consistent routines (fire circle, boundaries, rules)
To support regular sessions, explore practical printable resources:
https://themuddypuddleteacher.co.uk/category/outdoor-learning-resources/
2. Forest School takes place in a natural woodland or outdoor environment.
What it means:
The environment is central to the learning—not an afterthought. Trees, plants, wildlife, weather and natural materials act as the “teacher.”
Why it matters:
Nature stimulates curiosity, creativity and exploration in ways indoor environments cannot.
What this looks like:
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Activities built around sticks, leaves, mud, stones, water
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Seasonal experiences: frost, mud, blossom, insects
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Wildlife awareness and habitat care
If you do not have a woodland, many schools transform their grounds using simple ideas from our outdoor learning resources:
https://themuddypuddleteacher.co.uk/category/outdoor-learning-resources/
3. Forest School promotes holistic development.
What it means:
Forest School supports the whole child—not just academic progress.
It develops:
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emotional intelligence
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social communication
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resilience
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confidence
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motor skills
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independence
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problem solving
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wellbeing
What this looks like:
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Group challenges (shelters, bridges, rope courses)
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Quiet reflection spaces
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Leadership roles
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Opportunities to overcome real outdoor challenges
To specialise in outdoor learning for EYFS, Primary or SEND, explore accredited training:
https://themuddypuddleteacher.co.uk/outdoor-learning-training-packages/
4. Forest School allows supported, developmentally appropriate risk-taking.
What it means:
Children are encouraged to take safe risks—physically and emotionally.
Why it matters:
Risk-taking builds resilience, self-awareness, confidence and trust in their own abilities.
Examples of appropriate risk-taking:
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climbing low branches
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using tools with guidance
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lighting a small fire
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crossing uneven ground
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making independent decisions
5. Forest School is led by a qualified Forest School practitioner.
What it means:
Forest School sessions must be planned and facilitated by a trained Level 3 Forest School leader to ensure safety, progression and quality.
Why it matters:
Practitioners need expertise in:
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child development
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outdoor pedagogy
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risk assessments
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woodland ecology
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tool management
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fire safety
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safeguarding
You can develop outdoor teaching expertise through:
Muddy Teacher Accredited Training:
https://themuddypuddleteacher.co.uk/outdoor-learning-training-packages/
6. Forest School follows a learner-led approach with play at its heart.
What it means:
Children lead their own learning. Adults observe, scaffold and support—not instruct.
Why it matters:
Children develop confidence and independence when they have ownership of their experiences.
What this looks like:
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spontaneous play with natural materials
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children choosing activities based on interest
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adults asking curious questions, not giving answers
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freedom to explore, imagine, experiment
To find resources that support child-led sessions, explore:
https://themuddypuddleteacher.co.uk/category/outdoor-learning-resources/
Why Understanding Forest School Principles Matters
For schools, families and community groups, understanding these principles ensures sessions are:
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safe
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meaningful
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consistent
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child-led
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connected to nature
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focused on wellbeing
When these principles are applied well, Forest School becomes transformational — especially for children with SEND, SEMH needs, low confidence, or limited access to nature.
Where to Begin with Forest School
If you are new to Forest School and want to start building your skills, explore:
Accredited Training:
https://themuddypuddleteacher.co.uk/outdoor-learning-training-packages/
Outdoor Learning & Forest School Resources:
https://themuddypuddleteacher.co.uk/category/outdoor-learning-resources/
These tools help teachers and parents integrate high-quality nature-based learning into everyday life.