Experiences of Autistic Children in a Forest School, UK
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This case innovation has been analysed using the Transformative Intervention Mixes (TIMs) framework. The framework maps the regulatory, economic, social‑behavioural, technological and material interventions at play, clarifying how these elements interact and what this configuration suggests about the innovation’s capacity to support transformative change.
Forest Schools
Experiences of autistic children in a Forest School
Education and wellbeing; nature-based learning in specialist school settings
Case study of 25 autistic children participating in a Forest School at a specialist school in the East of England, analysed via participant observation and parent/child interviews framed by self-determination theory.
School-based programme (single specialist school case study).
Practical: sessions provided opportunities for outdoor play and development of practical, motor and social skills.
Political: provision is shaped by Forest School training requirements and standards monitored by the Forest School Association.
Personal: programme experiences linked to autonomy, competence and relatedness supporting psychological wellbeing.
Amplification is implied through recommendations that Forest School leader training include compulsory modules on supporting autistic children, recognising that practitioner expertise and resources are critical for transferability to other settings.
Summary
Evidence is strongest for Voluntary-advisory-educational, Biophysical Resources and Emotional Appeal, reflecting a nature-based learning pathway that relies on structured outdoor sessions to support wellbeing and skill development. Infrastructure (Hard/Soft) is also clearly evidenced through the role of trained Forest School leaders, session routines/rituals and the influence of adults present, which shape participation conditions and outcomes. Choice Architecture appears through the child-centred ethos and the use of routines and session structures that can either enable engagement or hinder it when misaligned with children’s needs. Regulatory and Financial / Market-Based mechanisms are not evidenced as active instruments in the named source, though sectoral standards and training requirements are described. Overall, the configuration implies a practical-personal transformative pathway: changing everyday practices and learning environments to support autonomy, competence and relatedness; implementation depends on practitioner expertise, appropriate routines and managing risks such as absconding and peer conflict.
This analytical reflection suggests that broadening transformative scope would require alignment with additional tool categories not evidenced as implemented in this case, such as explicit Information / Education tools for wider staff training beyond Forest School leaders, and Political mechanisms that embed inclusive practice expectations across mainstream schooling contexts. The sources imply that scaling without such alignment risks dilution of quality, given that the case context includes highly experienced leaders and an autism-specific environment. Any additional mechanisms would therefore need to protect the documented enabling conditions while addressing resource and expertise constraints.
| Tool Category | Examples | How it ENABLES (mechanisms) | How it HINDERS (barriers) | Opportunities to strengthen | Risks / caveats | Additional suggestions and resources |
|---|---|---|---|---|---|---|
| Regulatory | Forest School Association standards and monitoring of adherence to provisions regarding frequency, length and location of sessions (described contextually). | Defines sectoral expectations for provision quality and standardisation, influencing how programmes are implemented in educational settings. | Standards do not ensure local capacity; many leaders/teachers may lack time, money or resources for additional training. | Embedding autism-support modules within qualification pathways is recommended to strengthen provision quality for autistic children. | Over-standardisation may reduce flexibility to tailor sessions to children’s interests and needs. | Link to complementary innovations in professional standards and inclusive education governance. Support programmes for inclusive practice. |
| Financial / Market-Based | Public care-service subsidies Stable funding for forest schools as part of education/health services. Reduced or zero parental fees – Sliding-scale or fully covered participation costs. Paid care time for staff – Fair wages and secure contracts for educators and support workers. Support for family carers – Travel stipends, respite or small allowances for parents/guardians. Long-term mixed funding – Combined education, health, disability and social budgets for continuity. |
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| Information / Education | Forest School leader training described as typically involving skills assessment, portfolio work and observed session delivery; discussion of implications for training and practice. | Builds practitioner capability to design and facilitate sessions tailored to children’s interests and to manage risks in outdoor learning contexts. | Depth of expertise in autism support may be limited among typical leaders and teachers, constraining transferability. | Recommendation that qualification training include compulsory modules on supporting autistic children in Forest School settings. | If training is incomplete or tokenistic, practice may not adequately address sensory needs, routines and safety risks. | Link to complementary innovations in specialist training, supervision and reflective practice for inclusive outdoor learning. |
| Choice Architecture | Use of routines and rituals; tailoring session activities and materials to children’s interests within a child-centred ethos. | Structures the learning environment to support engagement by providing predictability and autonomy-supportive conditions without removing choice. | Session success is contingent on adherence to routines and the influence/attitudes of adults present; some children did not want to engage. | Iteratively adapt routines and facilitation to individual needs, balancing predictability with opportunities for autonomy and exploration. | Rigid routines may limit spontaneity and diverse play styles, while insufficient structure can increase distress or disengagement. | Link to complementary innovations in sensory-aware learning design and autism-informed practice. |
| Social Norms | Peer interaction during sessions, including instances of conflict; adult influence shaping acceptable behaviour and participation expectations. | Shapes expectations for cooperation, risk-taking and social interaction within an outdoor learning setting, mediated by adult facilitation. | Peer conflict and absconding were documented challenges, indicating limits to informal norm formation without active support. | Strengthening facilitation practices and adult support is implied as necessary to manage group dynamics and safety. | Norm pressures to participate may undermine autonomy if children feel coerced, reducing wellbeing benefits. | Link to complementary innovations in inclusive group facilitation and restorative approaches. |
| Emotional Appeal | Forest School described as an ‘exciting change’ from the normal school day; opportunities for play and time outside linked to wellbeing. | Engages curiosity, enjoyment and attachment to outdoor environments, supporting motivation and participation consistent with psychological wellbeing aims. | Not all children wanted to engage, and sessions did not always run as expected, indicating limits to positive affect as a universal motivator. | Ensuring activities align with individual interests and sensory needs is implied as important for sustaining positive engagement. | Emotional over-arousal or anxiety may occur if risk, uncertainty or social conflict are not well managed. | Link to complementary innovations supporting nature connection and wellbeing for neurodivergent children. |
| Technology | ||||||
| Infrastructure (Hard/Soft) | Formal training and qualification processes for Forest School leaders; programme delivery within specialist school context with experienced adults. | Provides organisational and human infrastructure enabling tailored session delivery, risk management and consistent implementation over time. | Resource constraints (time, money, expertise) may limit wider implementation in typical settings. | Explicit recommendation to strengthen training requirements for autism support to improve capacity for delivery beyond specialist contexts. | Scaling without adequate infrastructure risks reduced quality and potentially adverse experiences for participants. | Link to complementary innovations in school support structures, staffing and professional development. |
| Biophysical Resources | Use of natural outdoor spaces and activities (e.g., tree climbing, den building, fire building described as typical Forest School activities); increased time outside. | Alters the physical learning environment by shifting from indoor classroom contexts to natural spaces, enabling different kinds of play and skill development. | Barriers to engaging with nature at school include cost, available space and attitudes of adults, constraining access to suitable environments. | Formal nature-based programmes with trained practitioners are suggested as a way to overcome hesitancy and support delivery in school contexts. | Outdoor settings introduce safety risks (e.g., absconding) that require robust supervision and risk management. | Link to complementary innovations in outdoor learning infrastructure and access to safe natural spaces. |
| Knowledge | Self-determination theory used as a framework for understanding wellbeing impacts (autonomy, competence, relatedness). | Provides an explanatory lens that can inform design of sessions to support psychological needs and interpret participant experiences. | Evidence is from a bounded case study context, limiting generalisability and highlighting transferability constraints. | Further research across varied contexts and development of best-practice guidance are recommended. | Misapplication of theoretical framing could lead to overclaiming benefits beyond the evidence base. | Link to complementary innovations in evidence-informed programme design and evaluation. |
| Other | Recommendation for compulsory training modules on supporting autistic children in Forest School leader and assistant qualifications. | Represents a practice-oriented system change proposal focused on improving inclusion and wellbeing outcomes in nature-based learning. | Implementation depends on provider uptake and resourcing, which are not documented in the case study evidence. | Training mandates may raise access barriers for providers if not supported by resources. | Link to complementary innovations in inclusive training standards and accreditation processes. |
Note: Blank cells reflect that the documentary evidence available for this case did not contain sufficiently explicit information to address these dimensions. This absence should not be interpreted as implying that such mechanisms were irrelevant or ineffective, but simply that they were not documented within the scope of the source materials.