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

ABSTRACT 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.

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