Document Type
Article
Publication Date
5-2026
Publication Title
International Journal of Early Childhood Environmental Education
Publisher
International Journal of Early Childhood Environmental Education
Abstract
Forest School is an experiential, nature-based educational approach that often evolves as it takes root in new cultural and ecological settings. This ethnographic study explores how one Forest School in the Southeast United States interprets and enacts the Forest School model within its local context. Drawing on participant observations, interviews, field notes, and photography, we examine the lived experiences of the Forest School community to understand how cultural practices shape daily life at the school. Three central themes emerged: (1) slowing down to deepen learning and connections, (2) supporting the whole child through individualized care, and (3) trusting students with independence and responsibility. These findings reflect a nuanced and place-responsive interpretation of Forest School, foregrounding practices such as slow learning and authentic care that are often implicit but underexplored in the literature. This study contributes to the global conversation on Forest School by highlighting the importance of contextually grounded adaptations and offering insights for educators and policymakers seeking to preserve its transformative potential.
Recommended Citation
Dean, S. N., Gladys, A.*, & Wenner, J. A. (2026). Slowing down, caring deeply, trusting children: An ethnographic study of Forest School practice. International Journal of Early Childhood Environmental Education, 13(1), 39-57. https://naturalstart.org/sites/default/files/2026-02/7-final-dean-et-al_0.pdf