ABSTRACT
This chapter will explore the outdoor learning space of forest schools as both a physical and emotional space, which has particular beneficial consequences for children with social, emotional and mental health (SEMH) needs. A two-year research project, which sought to examine engagement in a long-term, continuous forest school programme for pupils identified as having SEMH needs within mainstream provision, was the catalyst for the content reported in this chapter. Forest schools could become a space for more-than-social pedagogies in which children care for other worlds (Mycock, 2019). Consequently, this chapter outlines rich insights into potential avenues for inclusive provision for children with SEMH needs, emphasising the importance of building confidence and resilience in the pupils as well as allowing opportunities for feelings to be explored in a safe way within a forest school space.
