Copyright © 2022 by Gabriel Liu
All rights reserved. No part of the book may be used or reproduced in any manner without prior permission from the copyright owner except in the context of reviews.
Typeset in Libre Franklin Light by Impallari Type
Acknowledge: My thanks are due to all the staff and children from Forest Schooling UK for letting me do this project, as well as my tutors, parents and friends, especially Jane Webster and Xiaoqi, for supporting me throughout the project
At first glance, this place is deceptively simple, just an urban green space with children all around, playing and quarrelling. But this is exactly why I am here, with my sketchbook and recorder, catching all the bits and bobs of untold stories behind the fences. This book presents what forest school is by observing the sessions in the one in Kingston, London.
Until a car vrooms past and overrides the rustling and chirping, it is easy to forget that the forest school in St. John’s is just next to a public walkway. Forest school does not mean a school in a forest. Instead, it is a specific education method in natural environments. In cities like London, it could be a point of contact with nature for the children.
A forest school session begins with children waiting outside of the fence. Some eagerly dash in, some walk hesitantly, some sneak in. This forest school is a part of the mainstream St. John’s school in Kingston, London. It provides regular afternoon sessions for primary school children with SEMH (social, emotional, mental health) needs. A long-term process, some stay for a term, some stay for years.
Originally a wasteland, the forest school now provides an array of facilities for the children to engage with nature.
Indeed, its origin story is a unique one...
Ultimately, it is about building trust with each individual child and establishing the place as a safe space, where children can relax, be bold, be sad, scream, shout or even swear.
One Monday, Sadie, a Year-6 child, stomped and shouted, “why is nothing working today!”, while trying to tie her hair. Sam noticed that and had a chat with her on the platform. These tiny moments are what the forest school is about, letting the children explore selfexpression and learn how to regulate their emotions.
In contrast to the staff’s intricate observation, the structure of each session is fairly simple. The children are given an optional activity at the base camp, and they will gather around here again to have biscuits and hot chocolate before leaving. Forest School is childled, so it is up to the children to decide what to do in these two hours.
In this windy week, Stephen and Sam decided to set up a parachute. This time, surprisingly, all children engaged in this activity. Each group had different interactions with the parachute.
On Monday, all of them started from setting it up to later climbing on top of it, leaving only one boy inside the parachute.
On Tuesday, the younger group got overexcited, leading to some tears, conflicts and a later timeout.
On Thursday, the parachute acted as a shelter from the sudden hailing. Regardless of what happened, it was the process, or simply the fun that mattered.
Sometimes the fun is the most important thing. Some of the children here behave very differently in the forest school than in the classroom. Most struggle to fit into traditional settings and many have challenges even outside of school. Here, they have ownership of these two hours and the choice of how to make it fun and relaxing for them.
Forest school is also about risky play, a physical play that involves uncertainty and risk of light injuries. Sometimes, children trip over, yet they will immediately get up and run off to play again. Children here are resilient and independent. After completing risk assessments, practitioners let them take on supported risks, like climbing a tall tree or lighting the fire.
Scenarios in forest school also provide a real-life context for the children’s social and emotional growth. It motivates children to go out of their comfort zone, to be confronted, and to learn how to negotiate, share and collaborate.
It is this incident that truly reminds me: Every child is here for a reason, some struggle with social interactions, some with their family situations, some with developmental difficulties. Yet, children here are children before they are “special needs children”. Every child has their unique challenges and invisible differences, just like every adult. Here, none are judged but accepted and guided.
Just as brief visits would not show a seasonal change in an ever-growing nature, my short encounters with the children cannot reveal how significant their small changes are, and it is not for me to tell their personal stories. Yet, progress is definitely made as they enjoy their time in the forest school.
As everyone gathered around the fire circle, having their hot chocolate and biscuits, the session felt concluded. No one knows what the future holds for them. No one knows how the Year-6 would adjust to their
secondary school, or how the diagnosed would develop as they grow older, but right now, shielded by the shades of the trees, they have one another.
Are you interested in learning more about the Forest School? Please check them out for recent news. You could even book a visit!
website: https://www.forestschooling.co.uk
Instagram @forestschooling
Written and Drawn by Gabriel Liu
Email: gabrielliu2001@gmail.com
Instagram @gabrielliuuuu
