Our Steering Group formed a small sub-group to explore the evidence about Forest School practice and outcomes.
We moved from reviewing qualitative studies to looking at how our own schools and settings, seen as a group, had an impact on the children attending.
Our findings suggested a link between forest school for early years children and positive outcomes in social, emotional and communication aspects. The summary report has been published in an academic review (Education Research Highlights in Mathematics, Science and Technology, ISRES 2019).

We continue to work with interested academics at the University of Loughborough and the Forest School Association to strengthen the research base.