Upon the release of his book, Forest School and Autism, we spoke to author and practitioner Michael James about what exactly Forest School involves, and why it’s so well suited for autistic learners.
What exactly is meant by the term ‘Forest School’?
The term “Forest School” describes a specific approach to outdoor learning. Forest School has a strong ethos of learner-centered practice combined with an understanding of the benefits to wellbeing which come from regular contact with nature. Forest School is attended by people of all ages and abilities.
How is Forest School suited to the needs of autistic people?
Well, I’m always very aware of the saying “If you’ve met one person with autism, then you’ve met one person of autism”! The learner-centered ethos of Forest School seeks to accommodate the individual needs of different learners, and this flexibility can allow autistic learners the space to be themselves and engage on their own terms. This space includes the physical space of natural settings, which is far greater than in indoor settings, and also there is more space in time afforded by the Forest School approach. In my experience, this approach can suit autistic learners very well. Another strength of Forest School is the heightened awareness of place which can encourage practitioners to consider the sensory environment which is obviously important when learners have different sensory needs. For Forest School to best meet the needs of autistic learners the practitioner needs to develop autism awareness, and this book aims to promote and encourage that.