Forest School Educators’ Approaches and Perceptions of Teaching, Learning, and Children's Behaviors: A Qualitative Multiple-Case Study

This qualitative multiple-case study explored five forest schools in the East Tennessee region of the United States. The aim of this research study was to further the understanding of forest schools. The purpose of this study was to understand and describe forest school educators’ approaches and perceptions to teaching and learning in relation to behavior management, the environment, and challenging behavior, as well as the ways in which forest school educators engage children in learning. This multiple-case study utilized a demographic survey, observations, photographs, focus groups, and semi-structured interviews to collect data. Data were analyzed using two-cycle coding, which revealed eleven code categories that were used to address the study’s three research questions. Using the eleven code categories, within-case analysis was completed on each of the five participating forest schools. Next, a cross-case analysis was completed using the eleven code categories to identify similarities and differences in the cases. From the cross-case analysis, three themes emerged. These themes included learning in the outdoor environment, educators’ valuing play, and developing social-emotional skills. The results of the data analysis indicated forest school educators provided sensory rich, hands-on learning opportunities with natural materials. They use children’s choice and children’s interests to encourage engagement and minimize behavior problems. They focus on building relationships and developing trust with young children. Additionally, most forest school educators approach challenging behavior from a teaching and learning point of view, striving to help young children learn appropriate social skills and emotional reactions. Study limitations and future research ideas are also included.