Nature as an Inclusive Classroom: How Forest School Supports All Learners

Before our children learnt in schools where classrooms had walls, they gathered knowledge from elders under the boughs of great oaks, among the crooks of roots or sheltered in the echoing chambers of caves.

The forest school ethos has always understood that children must be immersed in nature-based activities and learning experiences in order to develop self-confidence, resilience, and creative thinking. It’s only by establishing a strong connection to nature that they can acquire these soft skills and develop holistically; socially, emotionally, physically, intellectually and spiritually on an innate level.

But is outdoor learning just for the already rambunctious, brave child? Or is there a place in nature’s classroom for all types of learners? While we can’t say that forest schools are unequivocally the best school for neurodivergent kids, we can say nature-based learning has shown proven benefits for all types of learners. Read on to learn more.

The Multi-Sensory Learning Environment

In natural settings, the learning environment transforms into a tapestry of textures, sounds and smells giving context to the topic at hand. This enriches the learning experience itself and enhances the integration of knowledge.

“Itagi’s Model of Multi-Sensory Approach” is based on this understanding. Designed by Dr. Gururaj Itagi this learning model helps students with different learning styles, especially adolescents and students struggling academically by using varying auditory, visual, and kinesthetic teaching phases. His research is based on the understanding that our senses transform information in the brain.

Imagine learning about ecosystems and the lifecycle of frogs by a gurgling stream, having just splashed around catching tadpoles, your feet cool and wet, the smell of loamy moss and rich soil hanging in the air? Multi-sensory learning like this is known to build stronger connections to the material, draw in learners in becoming more actively involved and can even motivate those learners who feel reluctant to join in.

Beyond that multi-sensory learning has shown deeper information recall and makes the scope of learning more accessible to students with learning differences. Kinesthetic learners for example have a preference for physical engagement with the topic, hold a strong need for movement in order to retain focus, and display advanced problem-solving abilities when they can interact with the materials or concepts.

Self-Directed Learning in Nature

Believe it or not – while our schooling systems have been structured for streamlined efficiency of group learning – few children like to be spoonfed. Any parent who’s ever tried to force an understanding into their child will be nodding woefully at this.

Children often learn best at their own pace. As frustrating as this may be in a traditional classroom context – magic happens on the meadow when we give a group of children under gentle guidance the freedom of choice in activities they want to explore. Their minds can roam as their hands and feet wander about taking in their dynamic environment without artificial time constraints.

Types of activities that encourage self-directed learning

• raft making
• building bridges to cross a river
• den building
• climbing trees
• creating villages
• collecting nature items like pine cones or pebbles to develop ‘trade’ systems
• bow and arrow making
• inventing games

“This freedom of exploration encourages natural collaboration as children work together. Being outdoors in the immensity of the forest invites us to bring our strengths together, to share our ideas in order to problem solve the thousands of challenges that we may encounter on the way. When we are not giving children a work sheet but real challenges, I’ve seen time and again how this this type of learning teaches that we need the collaboration to thrive. In nature, children learn the collective mindset intuitively,” shares Pamela, our founder.

How different types of learners find their groove

We often notice how children with different learning styles find their own rhythm in participating in these activities. Some will watch at a distance before deciding how they want to interact. Without the pressure of everyone needing to do the same task in the same way, all types of learners can build confidence through self directed and appropriate risk-taking. These experiences foster emotional regulation and resilience in ways traditional playgrounds cannot match.

Supporting Neurodivergent Learners

Nature’s classroom offers reduced sensory overload compared to traditional classrooms. There is something soothing to the dissipation of chattering voices around you under trees versus boxed in between four walls where energy is contained.

Natural rhythms and reduced time pressure allow all children to relax into their own time. Without the anxiety that a loud bell and sudden hustling and scuffling will cut short their engagement with the topic, there is room to sink deeply and softly into exploring the lesson. No rush. No urgency.

Many studies are showing a connection between nature exposure and reduced ADHD symptoms and indicating benefits for autism spectrum learners. Space for movement can allow for self-regulation when things in one part of the activity become too much.

The varied terrain of natural spaces provides rich opportunities for physical development, for all children as their bodies are wired to learn through running, climbing, rolling, jumping etc.

So it’s not surprising to us that studies find benefits for children with dyspraxia when engaging in nature play. As they navigate uneven ground, climb, and balance, they develop both gross and fine motor skills naturally. Using tools for nature craft and building activities further enhances these skills while gently building confidence.

Language and Learning Through Nature

The natural world provides endless opportunities for organic conversation and vocabulary development. Children eagerly share their discoveries, creating natural storytelling moments that enhance both imagination and communication skills. For English language learners, the direct experience of objects and concepts in nature provides crucial context for language acquisition.

For all children, we strongly encourage and work with the communication of one’s own emotional and physical well being in one’s environment first and foremost and honouring this in other children in the playgroup. Body language is as important to learn to read.

Mathematical and scientific thinking flourish in nature’s classroom

Children discover patterns in leaves and flowers, measure distances using natural objects, and solve real-world challenges like building stable structures with found materials. These hands-on experiences make abstract concepts tangible and support logical-mathematical intelligence in a way that workbooks seldom can.

Creative expression finds a natural home outdoors

Children craft with natural materials, create music with found objects, and engage in dramatic play inspired by their surroundings.

The freedom to explore artistic impulses without the constraints of traditional art supplies often leads to surprising and innovative creations. Something as simple as stacking wooden discs with leaves in between versus mud and seeing which ones topple easier teaches a child more than we could ever imagine. The beauty occurs when they discover these learning pockets through their own curious nature.

And for all children, neurodivergent or not – the ability to engage in creative play where these is no right or wrong, can be very comforting and freeing in a world that has a lot of black and white rules.

A note to parents

At forest house playgroup we’ve seen distinct benefits for some neurodivergent children.

Where no other model of schooling, playgroup environment or specifically catered extra-curricular facilitation has worked – nature play can be the answer.

However, this isn’t true for all children on the spectrum. We’ve also seen some children, both not on the spectrum and on the spectrum, simply not respond to the forest school model. As with everything, forest schooling is one way of addressing a unique child’s needs.

If you’ve tried other learning environments with little relief, then perhaps it’s time to explore whether unhurried nature based learning through play is a solution for your child.

We offer free visits to Forest House Playgroup on Tuesdays and free trial sessions for all our weekly Explorer, Discoverer or Adventurer groups.

Please enquire with hello@natureplays.com on making a booking for your visit or free trial.

“We can only educate a child once their emotional needs of safety, relaxation and calm are in place. From there I can start teaching. Emotional well-being is a primary need for all children regardless of where on the spectrum they may find themselves. And it is why I believe the forest can guide us – because before she teaches us all, she first instills in us that we are safe, seen and that we belong.” –

Pamela Martinez, founder of Nature Play Forest School