Esther Gooch, Intervention and Prevention Teacher at Banchory Primary School, discusses the many benefits of outdoor learning for autistic children. 

We have been running Forest School as a form of outdoor learning at Banchory Primary School for several years. This article will take you through the learning processes experienced by the students and some of the expected learning outcomes. This includes some of the experiences and outcomes from the Curriculum for Excellence, along with some skills based on the Meta-skills Progression Framework.  

Forest School is renowned for developing a wide range of holistic and practical learning experiences. Typical benefits of outdoor learning include improvements in self-esteem, self-regulation, co-regulation, confidence, purposefulness, communication, motivation, social skills, emotional awareness, motor skills, problem solving, environmental awareness, creativity, thinking skills, cooperation, attention, focus, etc.  Young people can choose whether to work towards a ‘Young Leader’s Certificate’ or whether to use their experience as an opportunity to provide respite from the demands of a mainstream classroom. 

Exploring the Forest School 

We have a simple routine on Forest School mornings. The children register for the day and dress in appropriate clothing. Some children prefer to wear their own outdoor clothing, but some children are able to use the outdoor clothing we have in school. We encourage students’ independence in selecting appropriate clothing and getting dressed.   

We then head out of school to a local country setting, Leys Estate. The estate landowners have allowed us access to a small area of woodland which includes a narrow stream, which is a source of huge enjoyment and sensory input for our autistic learners.  

As we walk, or run, towards our woodland basecamp, we pass bog myrtle, a native species which helps prevent ticks and midges from biting. Some children enjoy the sensory experience of picking and crushing the leaves, which release a pungent scent, and they then rub these natural plant oils on their skin to prevent biting insects. It creates hilarity and builds relationships as we rub the leaves on our arms and faces, which allows the children to focus on the senses of touch and smell.  

As we stop to regroup, we enable those who walk at a different pace to catch up and remain part of our group. The children can then choose their own path deep into the woodland to our own tranquil space, which we all call Basecamp.  

To reach Basecamp we pass birch trees, puddles and bogs, and we cross the stream. We enter a place where children swing in hammocks, build fires, cook snacks, try new foods, talk about their feelings, problem solve and, most importantly, simply belong. From this safe space, to which they can return as often as they like, they venture out into the surrounding gorse and birch and inevitably are drawn to the delights of the stream.  

The Forest School is a safe space for children to process their emotions 

During each of our visits, children experience challenges which require adult support. Some may relate to practical and specific environmental learning interests, such as wanting to know more about beavers and how they create dams, to emotional and wellbeing support relating to their feelings.   

We cook snacks and make hot chocolate. The glowing fire becomes a place where children can share their thoughts safely, with no fear of judgment or recrimination. Autistic children are often encouraged to try new foods.  

During this shared time where the children eat and drink together, we use cards to develop an understanding of our strengths, feelings, emotions and self-esteem (Treisman K, 2019, A Therapeutic Treasure Deck of Strengths and Self-Esteem Cards - Therapeutic Treasures Collection). The quietness of the space enables children to share their thoughts and perceptions, and we find children may open up to sharing issues which are bothering them, or in which they need a fresh perspective.  

Eventually, with the help of all those in attendance, the camp is tidied and we prepare to transition back into school. The children can find it difficult to transition back to the more structured school environment, so we try to reintroduce the school learning environment in a supportive way. We aim to ensure that the needs of autistic and neurodivergent children are embedded into the planning of our outdoor curriculum and that children’s needs are truly supported within the culture of learning within the school.   

Conclusion:   

The Forest School may feel like an idealised world away from the harsh realities of the classroom, and in some ways, it is. We have reduced pressure and demand, conformity and expectation, and yet children still learn.  

The Forest School Big Book, to which the children contribute on their return to school, allows them to record their learning, including the highlights of their visit to the woods and the difficulties they experienced.  It enables us as educators to see how to progress the children’s learning, and what the next steps should be. Do we need to ‘create’ situations in which the child is challenged in a particular way or do we need to adjust the way staff interact with the children to develop specific learning? Our reflections help us plan for each session and although we may not have the template for learning perfectly adjusted at this stage, the Forest School gives a structure and time to support our autistic children who benefit so hugely from these experiences.    

Article Sources/References:  

Curriculum for Excellence Education Scotland 

Meta-skills Progression Framework Education Scotland  

Treisman K, 2019, A Therapeutic Treasure Deck of Strengths and Self-Esteem Cards - Therapeutic Treasures Collection