Richard Parker, Head of School at ISL London, discusses the many benefits for its pupils of learning outdoors in a classroom without walls

“The best classroom and the richest cupboard is roofed only by the sky.” So said Margaret McMillan, nursery school pioneer, in 1925. Research from The Children’s Society in 2020 revealed that one in six children between the ages of 5 and 16 is likely to have a mental health problem, and that over the previous three years, the likelihood of young people having a mental health issue increased by 50%.

These numbers have risen since the pandemic, and schools are looking for more ways to support students with mental health concerns, but more importantly, to foster student wellbeing through positive actions. During the pandemic, we all heard about the mood-enhancing benefits of spending time in nature. The reasons are many and varied – including a full immersion of our senses in the sounds, sights and scents of nature, and the fascination and calm that comes from observing living creatures in their natural habitat.

“Forest School sessions ensure that children grow in self-confidence, as well as developing their physical, emotional, cognitive and social skills”

The concept of formalised outdoor schooling is relatively new despite its simplicity. Learning within nature has been around since the beginning of time, but the concept of the Forest School originated in Scandinavia in the 1950s. This was introduced to the UK in 1993 by a group of nursery nurses from Bridgewater College, Somerset. They had visited a Danish Forest School and were so impressed with the ethos and approach that they developed their own programme.

At ISL we are fortunate to be on the edge of the beautiful Gunnersbury Park, from where we have run our Forest School since 2018 for all Primary students – more recently, extending to Grade 6 (Year 7) students as ‘Natural Pathways’ study. The Forest School ethos supports children to develop self-esteem, independence and confidence through outdoor child-led play in nature. It takes a holistic approach to learning and development and builds problem-solving skills and creativity as well as developing basic bushcraft (tying knots, tree climbing, fire lighting).

Getting out of the classroom is so important for good student mental health as it fosters a deep connection and love of nature through play and observations across the seasons. In the rich woodland of the park, children are given time and space to explore and discover things for themselves. Our Forest School sessions are designed to meet individual needs to ensure that children grow in self-confidence, as well as developing their physical, emotional, cognitive and social skills.

ISL London on the benefits of outdoor learning
Forest school supports wellbeing and builds confidence and problem-solving skills – children have time and space to learn and play says ISL London’s Head Richard Parker

This hands-on approach is in recognition of the benefits of nature play, especially for the youngest students. Many families are now looking for a more holistic approach to education that emphasises social and emotional skills just as much as academics. The children particularly love Miley, our Forest School dog, who has a positive effect on emotional wellbeing, as she has an immediate influence on the children’s demeanour. Interacting with dogs improves the students’ sense of responsibility, as well as teaching them nurturing skills. ​

Nature-based education can be a fantastic antidote to modern concerns such as obesity, attention deficit disorders, depression, habitual screen time and the emphasis on stressful and busy schedules. At ISL we are firm believers in the importance of combining a traditional school curriculum with open-air learning which has a significant positive impact on student wellbeing.

ISL London isllondon.org

Further reading: Broomwood Pre-School on a fitness bonus