Education

In these high-tech times, health

practitioners often advise us to
spend time in the natural world as
an antidote to stress. Walking in
the countryside, by the sea or
even in a local park, experts say,
can encourage a feeling of
calmness and help put worries
into perspective.
According to educationalists,
young people with autism can also
benefit greatly from time outdoors.
As well as bringing a sense of
peace, they say, it encourages
self-confidence and independence,
which boosts conventional learning
back in the classroom.
One approach to outdoor
learning to arrive in the UK in
recent years is Forest School.
Developed in Scandinavia in the
1950s, it is more than just studying
in the open air, says Jessica
Brocklebank, a teacher and Forest
School leader at Gretton School in
Cambridgeshire. The school, which
caters for children aged 5 to 19 on
the autistic spectrum, has been
running Forest School sessions for
the past 18 months.

Natural
As the name suggests, Forest
School is about spending time
outside in a wooded area,
preferably on a regular basis.
Groups operate through schools or

learning
as separate, part-time clubs.

Led by the children

“There’s a particular ethos to Forest
School,” Brocklebank explains.
“There’s no lesson plan or
objective and all the activity is
completely led by the children and
what interests them. If they want to

While some young people

light a fire, for example, or climb a
tree, they do so.

Cooking up a thrive in the structure of “Staff don’t tell them how to do

these things or whether it’s safe –
storm: two Key
Stage 2 pupils
a classroom, others find we encourage them to make
decisions for themselves,” she
at Gretton
School’s Forest
that being confined continues. “We would prompt by
saying something like, ‘Look at how
School cook
bacon on a
indoors increases their strong that branch is. Do you think
it will hold your weight?’ or ‘Look at
fire for the
rest of their
anxiety. Fiona McNeill that pond. Where is the safest

class. They talked to schools offering All the activity is

are working Plenty to do at the Forest School run by Gretton School: two Year 8 students sit at a shave horse,
independently, a different approach, with completely led engrossed in carving (top). They are said to be talented carvers and to find it very calming.
but have been Above left: a Key Stage 2 student, who made his own bow and arrow using willow. He was able
provided with much of the learning by the children and to use secateurs and a knife to cut and carve the wood. Above right: one of the younger students
fire gloves for what interests them” thoroughly enjoying all things mud. He is said to often spend much of his sessions seeking to dig
protection taking place outdoors and slosh in mud to meet his sensory needs while having fun at the same time

24 Au t i s m | e y e I s s u e 3 3 2 0 1 9 www.autismeye.com www.autismeye.com Au t i s m | e y e I s s u e 3 3 2 0 1 9 25
 Education

Since 1987, Ruskin Mill Trust has developed ‘There’s a lot in the approach that suits people with ASD’
its unique Practical Skills Therapeutic Education Michael James is
method, working with young people with the author of
Forest School
complex behaviour and learning difficulties and and Autism: A
disabilities, including autistic spectrum conditions, Practical Guide
(Jessica
and whose needs cannot be met by mainstream Kingsley,
education. £18.99/$27.95
paperback and
e-book).
Our five centres for young people aged 16 to 25 James – who lives off-grid in
are based in Birmingham, Sheffield, Stourbridge, the West Country – has run Forest
Schools for a number of years,
Pembrokeshire and Gloucestershire and offer working with adults and children
both day and residential placements. Here, on the autistic spectrum. He also
trains others to run sessions via
students follow a craftwork and land-based the Forest School Association.
curriculum through three stages: overcoming “There’s a lot in the approach
that suits people with ASD,” he
barriers to learning to becoming skilled says. “It’s learner-led and
before stepping out and contributing to their promotes the idea that just ‘being’
is a worthwhile activity. It’s also
communities. about giving people space –
physical space, but also the time
to process experiences at their
own rate.
“For example, one older man
I worked with used to come to
Forest School every week, but he
Lifelong residential care is offered at Clervaux wouldn’t join in,” he continues.
“After 18 months sitting and
in Darlington. Here, residents can benefit from watching, he suddenly started
our unique holistic approach to care, as well volunteering for all the activities. It
had taken him that long to engage.”
as participate in meaningful work and training, James also maintains that the
according to their needs and wishes. Please sessions work best when
practitioners take the time to
learn about the autistic individual
and tweak activities to meet their
needs. “I worked with one young
man with autism who refused
to take any exercise, despite
encouragement from his support
workers,” he recalls. “But when he
came to Forest School he would
carry bags of tools up and down
a steep hill without thinking about
It’s very
common for
someone to arrive at
Forest School anxious
and to leave calm”
it. He was getting the exercise in a
different way.
“I hesitate to make any claims
that Forest School benefits
everyone,” he concludes, “but it’s
very common for someone to Off-grid expert:
arrive at Forest School anxious Michael James,
and to leave calm.” who has run
James is working on a new Forest Schools
book documenting autistic and written a
people’s experiences of Forest book about the
School and would like to hear
from families with stories to share.
ways they can
help people
Contact him via Jessica Kingsley with autism
Publishers, www.jkp.com

contact the admissions department if you’d like to

know more about our residential care provision.
Ruskin Mill Trust services are delivered by highly
trained and expert staff, and we are committed
to providing our staff with continuing training
and development opportunities. Some of these
trainings, up to Masters level, are available to
external applicants.
For further information about training and
development opportunities, please email
hannah.mallinckrodt@rmlt.org.uk
www.rmt.org admissions@rmt.org 01453 837502
Ruskin Mill Trust is a Rudolf Steiner Charitable Trust. Registered in England and Wales.
Company Registration Number: 7252866. Charity Number: 1137167.
place to stand?’” The aim of this “We’ve seen amazing results,”
approach, Brocklebank says, is to she points out. “Some of our We deliberately
encourage self-confidence. It also children used to resist going try not to
gives ASD children, who often outside because they preferred to
struggle to ‘fit in’ to social be inside on some kind of device. replicate mainstream
situations, the freedom to do as Now they love it! Because they do education. We want
they please rather than what they things as a team in Forest School,
‘should’ for a while. As staff are we’ve noticed them playing together to give them a
addressed by their first names, more in the playground. Back in the broader curriculum
there is a sense of equality and classroom, the teacher can
respect in the sessions. encourage them by reminding them and more opportunities
to succeed”
Inspiration from Austria
Austrian philosopher Rudolf Steiner (1861 – 1925) is one of the key figures behind the ethos of what they learned outside. They
Forest School. Steiner education – also known as Waldorf education – aims to develop a child’s might say, for example, to a child
practical, intellectual and emotional development using play and creativity and working at the struggling with maths, ‘Remember
child’s own pace. Children are encouraged to respect and learn from the natural world. how long it took you to light that fire
According to the Steiner Waldorf Schools Fellowship, ‘the priority of the Steiner ethos is but you persevered? You can do the
to provide an unhurried and creative learning environment where children can find the joy in same with your maths problem.’”
learning and experience the richness of childhood rather than early specialisation or academic Philpots Manor in East Grinstead
hot-housing’. is a school for children aged seven
www.autismeye.com Au t i s m | e y e I s s u e 3 3 2 0 1 9 27
 Education
Specialist day and boarding school
for boys and girls (5-19 years)
with Autism Spectrum Condition;
specifically high functioning Autism
and Asperger’s Syndrome
Offers individualised packages for all students
Boasts wide-ranging therapy services (SaLT, OT,
dramatherapy and an on-site EP) and facilities
(including Forest School, sensory rooms and gardens,
Astro pitch)
Prepares students for University, College, employment
and life.

To visit to the school please contact us:

T: 01223 277438 | E: info@grettonschool.com
Gretton School Manor Farm Road, Girton
Cambridge CB3 0RX
www.grettonschool.com
A part of the Cavendish Education Group
to 19 with special needs, including
autism. The organisation was set
up according to the principles of
Austrian philosopher Rudolph
Steiner and offers a wide range of
creative pursuits. Outside activities
include Forest School, gardening
and horse-riding.
“Most of our students come here
after struggling with mainstream
education,” deputy head Matt Keal
explains. “Because of this, we
deliberately try not to replicate
mainstream education. We want to
give them a broader curriculum
and more opportunities to succeed.”
Outdoor learning is an important
part of this, Keal believes, because
it’s fun and provides the children
with a sense of adventure. “They
absolutely love Forest School,” he
says. “I couldn’t take it off the
timetable. They’re out there in the
In the woods in all weathers:
fresh air, cooking marshmallows Outdoor
over the fire together or building a I couldn’t take learning at
hut – what could be better? We Ruskin Mill
definitely see happier, more well-
it off the Trust: above
balanced kids as a result.” timetable. They’re out left, looking
Ruskin Mill Trust runs a number after goats
of schools and colleges across the
there in the fresh air, and, above
UK, all catering for young people cooking marshmallows right, market
with special needs. The gardening
organisation also operates
over the fire together
according to Steiner principles, as or building a hut –
well as those of artists and cultural
reformers John Ruskin, William
what could be better?”
Morris and Johann von Goethe.
In keeping with these ideals, activities is an important part of
students grow vegetables, work school life, connecting young
with animals or produce pottery, people to the natural world and
glassware and metalwork in local communities, says Matt
outside workshops, for example. Briggs, researcher and practitioner
The open-air aspect of these with Ruskin Mill.
“Classroom learning is often too
abstract for people with autism,” he
says. “But if they’re involved in

• the Forest School approach physically making something –

growing vegetables, for example,
According to the Forest School Association, the Forest School cooking them and serving them to
• movement in the UK is based on a heritage of outdoor learning that local people in a cafe – they learn
goes back at least to the 19th century. Inspired by ideas developed in about the whole ‘seed-to-table’
• Scandinavia, it emerged in the 1990s as an alternative educational process and gain self-esteem and
model in response to the introduction of the academically focused confidence. It means a lot more
national curriculum. than a piece of paper with an A to
• Forest School is believed to be particularly beneficial for those with F grade on it.”
special needs who may not enjoy the classroom environment. Children
spend a set amount of time each week outside in a wooded area in all
weathers. CONTACTS
The aims are to develop curiosity, self-esteem, sensible risk-taking, lF orest School Association:
self-discipline, teamwork and an understanding of the natural world. www.forestschoolassociation.org
Children with autism are said to improve their social skills and sensory lG retton School: www.grettonschool.com
function through Forest School. lP hilpots Manor School:
The Forest School Association has a list of local groups and schools www.philpotsmanorschool.org.uk
run by qualified trainers. Contact individual organisations to find out lR uskin Mill Trust: www.rmt.org
whether they work with special needs. lS teiner Waldorf Schools Fellowship:
www.steinerwaldorf.org

www.autismeye.com Au t i s m | e y e I s s u e 3 3 2 0 1 9 29