The Outdoor education as a pedagogical framework for inclusion and sustainable learning: The example of Forest Schools
Published:
Dec 26, 2025
Keywords:
outdoor education students with special educational needs (SEN) forest school (FS) inclusion sustainable learning
Abstract
Outdoor education (OE) is increasingly recognised internationally as a dynamic pedagogical framework that redefines learning through experiential engagement, place-based relationships, and meaningful emotional connections with the natural environment. The present paper critically examines OE as an inclusive and sustainability-oriented educational approach, with particular emphasis on diverse learners; children with special educational needs and diverse learning and social profiles. Drawing on theoretical analysis and a synthesis of contemporary research, the core foundations of OE and place-based education are outlined, using Forest School as an established model of practice. The analysis explores the pedagogical mechanisms through which regular and long-term engagement with nature supports cognitive development, emotional well-being, social participation, and environmental responsibility. It also highlights key challenges that constrain the effective implementation of OE in formal schooling, including pedagogical misconceptions, risk-averse educational cultures, and limited institutional and professional support. Overall, the analysis suggests that, when systematically embedded and adequately supported, OE can contribute meaningfully to the development of more inclusive, sustainable, and learner-centred educational environments.
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Stavrianos, A., & Polemikou, A. (2025). The Outdoor education as a pedagogical framework for inclusion and sustainable learning: The example of Forest Schools. Environmental Education for Sustainability, 7(2), 34–43. https://doi.org/10.12681/ees.41285
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