Description
This paper presents a longitudinal mixed methods study tracking 11 children (aged 5–7 on entry), defined as disadvantaged in multiple ways who 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 findings emphasize the importance of how social free play outdoors and relationships with place can establish emotional resilience and self-regulation.
