Inclusive Education in the Forest School: An Empirical Study in an English Primary School
Abstract
This article explores the effectiveness of Forest School (FS) as a pedagogical approach that fosters inclusive education within mainstream primary school settings. Focusing on a case study in a primary school in England, the research investigates how FS influences the engagement and learning experiences of Year 3 and Year 4 pupils, with particular emphasis on children with special educational needs and disabilities (SEND). A mixed-methods approach was adopted, combining observations using the Leuven Scale of Involvement, parent questionnaires, and semi-structured interviews with teaching staff. The findings indicate consistently higher levels of pupil involvement during FS sessions, which proved especially beneficial for pupils with SEND. The study also highlights important social and emotional gains, underlining the value of experiential, outdoor activities in promoting pupil wellbeing and engagement. These results support the integration of FS principles into mainstream curricula, not as an optional supplement, but as a core component of inclusive and dynamic teaching practices. The study contributes to the growing discourse on inclusive pedagogy by positioning Forest School as a transformative model that enhances pupil participation and fosters meaningful learning for all.
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Stavrianos, A. (2025). Inclusive Education in the Forest School: An Empirical Study in an English Primary School. Environmental Education for Sustainability, 7(1), 42–56. https://doi.org/10.12681/ees.40920
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