Practitioner Experiences of Forest School

The aim of this thesis is to investigate the situated subjectivities of the experiences of Forest School (FS) practitioners, in their journeys from training to initial practice. The research explores the impact of FS training, environmental and socio-cultural influences upon the practitioners and how their practices adapt in context. Eight in-depth case studies of FS trainee practitioners were undertaken over a period of two years (2010-12) using multiple qualitative methods. The analysis is in three parts; on practitioner identities, approaches and contexts. The thesis contributes three new conceptual models to outdoor pedagogical research. The concept of eco-social identity frames the ongoing construction of self. The FS adult role is theorised as a connector, engaged in dynamic role processes. The analysis of practitioner approaches in context uses Shared Space; an ecosystemic frame of practice and agency. Further analysis of practitioners’ experience of team contexts draws on theoretical lenses on role, socialisation and norms from Goffman and Foucault. Team relationships became positioned in either conflict, collaboration or congruence. The study contributes new insights into the impact of FS training and the influence of socialisation and subjectivity in the application of outdoor pedagogy. Early life experience, nature-society relations, and passionate purpose motivated the practitioners. Adult-to-adult interaction affected practice outcomes significantly, with strong disparities in setting teams regarding values and ethos, team interest, controls and standards in setting practices, curriculum pressures, setting aims, and site provision and care. The results imply that collaborative partnership and a whole team approach are effective strategies for ongoing practice, and tokenistic practice is a destructive strategy

Creative and credible evaluation for arts, health and wellbeing: opportunities and challenges of co-production.

ABSTRACT\ud Background: This paper reports findings from a one-year UK\ud knowledge exchange (KE) project completed in 2015. Stakeholders’ experiences of evaluation were explored in order to develop online resources to strengthen knowledge and capacity within the arts and health sector (www.creativeandcredible.co.uk).\ud Methods: The project used mixed methods, including a survey,\ud interviews and focus groups, guided by a Stakeholder Reference Group comprised of 26 leading UK evaluators, researchers, artists, health professionals, commissioners and funders.\ud Results: The project identified opportunities for arts arising from current health and social care policy agendas. It also identified challenges including the lack of agreed evaluation frameworks and difficulties in evaluation practice.\ud Conclusions: Co-production between stakeholders is needed to\ud strengthen evaluation practice and support the development of the arts and health sector. Effective co-production can be undermined by structural and cultural barriers as well as unequal stakeholder relationships. The paper discusses recent initiatives designed to support best practice

The Hare and the Tortoise go to Forest School: taking the scenic route to academic attainment via emotional wellbeing outdoors

© 2018 Informa UK Limited, trading as Taylor & Francis Group. This paper presents a longitudinal mixed methods study tracking 11 children (aged 5–7 on entry), defined as disadvantaged in multiple ways, i.e. social, behavioural and economic. They attended weekly Forest School and outdoor learning sessions over three years. The study investigates the project’s impact on the children in terms of their academic attainment, wellbeing and connection to nature. The children’s attendance and academic attainment improved in comparison to their non-participating peers at school. The findings emphasize the importance of how social free play outdoors and relationships with a particular place can establish emotional resilience and self-regulation. The children’s social development and emotional wellbeing were supported by regular outdoor sessions alongside skilled practitioners. The outcomes demonstrate important links between emotional learning and wellbeing developed in outdoor settings and academic development, raising questions about interventions for young children with disadvantaged backgrounds