.png){kind=logo}
RESEARCH OVERVIEW
Title of Paper: The restorative outcomes of forest school and conventional school in young people with good and poor behaviour
Authors: Jenny Roe, Peter Aspinall
Year of publication: 2011
Journal of publication: Urban Forestry & Urban Greening
Article doi: 10.1016/j.ufug.2011.03.003
INTRODUCTION
The increasing prevalence of adolescent behavioural challenge has prompted a search for educational environments that not only foster academic growth but also support emotional and psychological well-being. In this context, a study conducted in the United Kingdom sought to explore the impact of outdoor education, specifically forest schools, as a potential remedy for adolescents with varying behaviour profiles. Through a comparison of adolescents’ experience before and after both a forest school day and a conventional school day, this research points to the potential of the great outdoors as a catalyst for positive change in young lives.
WHAT QUESTIONS DID THE RESEARCHERS TRY TO ANSWER
Does spending time in an outdoor education setting (forest school) versus a conventional indoor school setting have different restorative outcomes for adolescents across a behavioural spectrum from ‘good’ to ‘poor’ behaviour?
Do these restorative outcomes include improvements in mood (energy, stress, anger, and hedonic tone) and reflection on personal goals?
Does the amount of change in restoration vary among young people with different behavioural states?
HOW WAS THE RESEARCH CONDUCTED?
18 adolescents, aged around 11 years, from the United Kingdom participated in this study. they were classified into groups exhibiting ‘good’ and ‘poor’ behaviour. Data collection occurred over the Winter-Spring period of 2007, spanning several months. Participants each completed questionnaires both immediately before and after spending a typical day at a forest school and a conventional school. The questionnaires involved assessing the participants’ mood and personal projects. The data was analyzed using repeated measures analysis of variance (ANOVA) to examine changes in emotional variables and personal project reflections across the two settings and between the two behaviour groups.
WHAT DO ALL THESE TERMS MEAN?
Mood: Mood was assessed using a shortened version of the University of Wales Institute of Science and Technology (UWIST) Mood Adjective Checklist (MACL), which measures hedonic tone (happiness and sadness), energy, stress, and anger levels.
Personal Projects: Reflection on personal development was measured using a 6-item personal project scale to assess aspects such as efficacy, control, support, self-identity, enjoyment, and stress related to personal goals.
‘Good’ and ‘poor’ behaviour: The adolescents were categorized by the educational institutions from which the participants were recruited. The schools used their own criteria, based on observed behaviour patterns, academic performance, disciplinary records, and teacher evaluations in some cases.
ANOVA: a statistical ethos used to compare the means of three or more samples to understand if at least one of these sample means significantly differs from the others. It essentially tests the hypothesis that the groups have the same mean, aiming to detect differences in group means by analyzing the variance within each group and between groups.
WHAT DID THEY FIND?
Greater Positive Change in Forest Setting: Participants experienced greater positive change in mood variables in the forest school setting compared to the conventional indoor school setting.
Significant Benefits for Poor Behaviour Group: Adolescents classified with poor behaviour showed the most significant benefits from the forest school experience, especially in terms of improvements in mood and reduction in anger levels.
Mood Improvements: Both groups of adolescents, those with good and those with poor behaviour, demonstrated improvements in mood variables in the forest school setting. However, the extent of improvement was notably greater for the poor behaviour group.
Reflection on Personal Goals: While the research did not find significant differences in reflection on personal goals between the forest and conventional school settings, a positive trend suggested that participants might feel more effective and supported in achieving their goals after the forest school experience.
Influence of Behaviour State on Restoration: The amount of restoration, as indicated by changes in mood and possibly in reflections on personal goals, varied based on the behaviour state of the participants, with those exhibiting poor behaviour deriving more benefit.
WHAT DOES THIS ALL MEAN?
The forest school experience improved adolescents’ mood, especially for those who were classified as exhibiting ‘poor behaviour’. These findings suggest that outdoor education may offer psychological benefits that can assist in managing difficult behaviour among young people, potentially improving learning outcomes and wellbeing.
DIRECT INSIGHTS FOR YOUR DECISION-MAKING
For Parents:
Engage in Forest School Programs: Where available, consider enrolling your child in forest school programs or similar outdoor educational activities that promote learning in a natural environment.
Model Positive Outdoor Behaviour: Lead by example by showing a positive attitude towards nature and outdoor activities. Family outings in natural settings can be a practical way to integrate nature into your child's life.
For Educators:
Incorporate Nature into Curriculum: Whenever possible, integrate outdoor learning experiences into the school curriculum. This could involve regular outdoor classes, field trips to natural parks, or establishing a school garden.
Recognize the Value of Outdoor Education: Acknowledge and utilize the restorative effects of nature as a complementary approach to traditional indoor education, particularly for students with behavioural issues.
Provide Support for All Students: Understand that students with behavioural challenges may benefit significantly from time spent in natural settings. Tailor interventions and support mechanisms that leverage this insight.
For Policymakers:
Promote Outdoor Education Initiatives: Develop and support policies that encourage the integration of forest schools and outdoor education programs into the national curriculum. Recognize these programs as valuable educational tools, especially for students with behavioural challenges.
Invest in Green Spaces: Ensure that schools and communities have access to green spaces conducive to outdoor learning and recreation. Urban planning should prioritize parks, gardens, and natural landscapes within educational environments.
Fund Research and Training: Allocate resources for further research on the benefits of outdoor education and for the training of educators in implementing effective outdoor learning programs.
WRAPPING IT UP
This study highlights the significant positive impact of forest schools on adolescents, especially those with behavioural issues, when compared to traditional indoor schooling. It suggests that being in nature can improve mood and potentially influence personal goal reflection more effectively than the conventional classroom environment. Although the study only explored the immediate affects on the adolescents, it is likely that participating in outdoor education on a longer term basis could have more profound impact on the students. This research emphasizes the importance of embracing alternative educational settings like forest schools to foster an environment where all students, regardless of their behavioural background, have the opportunity to succeed and thrive.
Disclaimer:
The information on this website is for general informational purposes only and should not be considered conclusive. It is intended as supplementary information and should not be used as the sole basis for making important decisions.
If you come across any problems or errors in this article, please don't hesitate to inform us. We're committed to addressing any issues to ensure accuracy and clarity in our content. Feel free to leave a comment wherever possible, and we will promptly respond.
You want to share us??
We're thrilled that you've found this information useful. We kindly request that you give credit where credit's due by acknowledging TideView Nature School as the original publisher and linking to our original article page (URL). If you'd like to chat or have any questions, please don't be shy; feel free to reach out to us anytime!
⬇Subscribe to our Newsletter⬇
Comments