The Forest School approach, with its emphasis on outdoor play-based learning and child-led experiences, offers a refreshing and holistic approach to behaviour. Central to this approach is the belief that all behaviour is a form of communication, and rather than judging or punishing behaviours, educators are encouraged to understand the underlying needs and emotions that drive them. This non-judgmental approach not only fosters a deeper connection between educators and children but also nurtures a more inclusive and empathetic learning environment for all.
Theories Behind the Forest School Approach: Maslow and Glasser
Understanding the theoretical underpinnings of the Forest School approach can provide valuable insights into why this method is so effective in managing behaviour.
Maslow's Hierarchy of Needs plays a critical role in understanding children's behaviour. According to Maslow, human behaviour is motivated by a series of needs, ranging from basic physiological requirements to the need for self-actualisation. In the context of education, this theory suggests that children are less likely to engage in challenging behaviours when their fundamental needs—such as safety, belonging, and esteem—are met. The Forest School approach, with its focus on creating a secure and nurturing environment, directly addresses these needs. By prioritising emotional safety and a sense of belonging, this approach helps children feel valued and understood, reducing the likelihood of behaviour that might traditionally be seen as challenging.
It is worth highlighting however, that Maslow's Hierarchy of Needs theory is often critiqued as being classist and controversial because it assumes a universal progression of needs that may not account for cultural, socioeconomic, or individual differences. Critics argue that the theory reflects a middle-class, Western perspective, potentially marginalising those whose life circumstances or cultural values do not align with the linear model of needs outlined by Maslow. This can lead to an oversimplification of human motivation and overlook the complex ways in which people from diverse backgrounds experience and prioritise their needs.
William Glasser's Choice Theory also aligns closely with the principles of Forest School. Glasser posits that all behaviour is driven by an attempt to satisfy five basic needs: survival, love and belonging, power, freedom, and fun. In a Forest School setting, children are given the freedom to explore, make choices, and take risks within a supportive environment, which allows them to meet these needs in constructive ways. Forest School also promotes a leadership style with a high focus on 'realtionships' and low attention to 'task' ensuring leaders can act as a relible ssourceof support in ensuring the right environment is in place to meet children's needs. Instead of imposing strict rules and consequences (focused on achieving outcomes), educators have the time to guide children in understanding how their behaviours impact themselves and others, fostering a sense of responsibility and self-regulation.
Like Maslow, it's also important to identify the controversial nature of some of William Glasser's Choice Theory, primarily because of its assumption that "all behaviour is a choice," which can be seen as oversimplifying the complexities of human behaviour. Critics argue that this perspective may overlook the impact of external factors such as trauma, mental health conditions, and systemic inequalities, which can significantly influence behaviour in ways that are not simply a matter of individual choice. This assumption can be perceived as dismissive of the struggles faced by individuals who experience these challenges.
Fostering Empathy Over Punishment and Rewards
It's this alternative approach to behaviour, where we identify needs but also accept that not all individuals are able to 'choose' their behaviour that often distinguishes Forest School from other forms of traditional and outdoor learning approaches. Traditional behaviour management strategies often rely on external motivators—punishments to discourage negative behaviours and rewards to encourage positive ones. However, these methods can be limited in effectiveness, as they do not address the root causes of behaviour or promote intrinsic motivation. One of the most significant advantages of the Forest School approach is moving away from a ‘punishment and reward’ focus as it emphasises a more empathetic approach.
This perspective shifts the focus from controlling behaviour to understanding it. For instance, a child who is displaying challenging behaviour may be communicating feelings of frustration, fear, or unmet needs. By responding with empathy and support, rather than punishment, educators help the child feel heard and understood.
This empathetic approach not only strengthens the relationship between educators and children but also models important social and emotional skills. Children learn to recognise and express their own emotions in healthy ways and develop greater empathy for others as they observe and experience compassionate responses to their own behaviours.
Inclusivity for Children with ACEs and Special Educational Needs
The Forest School approach is particularly beneficial for children who have experienced Adverse Childhood Experiences (ACEs) or who have special educational needs (SEN). These children often face additional challenges in traditional educational settings, where their behaviours may be misunderstood or misinterpreted.
Children with ACEs, such as trauma, neglect, or exposure to violence, may exhibit behaviours that are responses to stress or fear. In a traditional classroom, these behaviours might be met with punishment, exacerbating the child's sense of isolation and distress. However, the Forest School approach, with its focus on developing strong relationships by understanding and addressing the root causes of behaviour, offers a more supportive and inclusive environment. By creating a safe and nurturing space, Forest School helps these children feel secure, reducing the need for defensive or challenging behaviours.
Similarly, children with SEN often require individualised support and understanding. The flexible, child-led nature of Forest School allows these children to learn and express themselves in ways that suit their unique needs. Instead of being judged for not fitting into a one-size-fits-all model, they are celebrated for their strengths and supported in their challenges. This inclusive approach helps to build self-esteem and encourages positive social interactions.
The Forest School approach to behaviour management, grounded in the theories of Maslow and Glasser, offers a powerful alternative to traditional methods that rely on punishment and rewards. By viewing all behaviour as a form of communication and responding with empathy, educators can create a learning environment that meets the emotional and psychological needs of all children. This approach is particularly inclusive for children with ACEs and SEN, who may struggle in more conventional settings. By fostering a sense of belonging, safety, and understanding, Forest School not only addresses challenging behaviour but also promotes the holistic development of every child, ensuring that they are seen, heard, and valued in their educational journey.
Sources:
Burke, N. (2020). Toxic Childhood Stress. Pan Macmillan.
Glasser, W. (2014). Choice Theory : a New Psychology of Personal Freedom. HarperCollins e-Books.
Graham, J. (1997). Outdoor leadership : technique, common sense & self-confidence. Seattle, Wa: Mountaineers.
Kohn, A. (1999). Punished by Rewards. Mariner Books.
Maslow, A.H. (1943). A theory of human motivation. [online] United States: BN Publishing, pp.370–396. Available at: https://psychclassics.yorku.ca/Maslow/motivation.htm.
Papaleontiou–Louca, E., Esmailnia, S., & Thoma, N. (2021). A Critical Review of Maslow’s Theory of Spirituality. Journal of Spirituality in Mental Health, 24(4), 327–343. https://doi.org/10.1080/19349637.2021.1932694
Comments