‘A new adventure’: A case study of autistic children at Forest School
Children with autism experience benefits and challenges during Forest School sessions
Numerous studies show that nature engagement promotes child development but little is known about how this applies to children with autism. In fact, how children with autism experience nature has rarely been investigated. This study addresses this gap by focusing on the Forest School experiences of a group of autistic children in England. The study is framed around self-determination theory (SDT) which “considers the factors that contribute to an individual’s ability to thrive psychologically and motivate themselves.”
The study used two sources of data: (a) narrative observation notes collected over a three-month period; and (b) transcripts of interviews with 10 parents and nine children with autism. The observations focused on 25 autistic children (mean age = 9.8 years) participating in a Forest School (FS) at their specialist school. The observations were conducted by the primary researcher who attended approximately 75% of FS sessions and observed the children in their classrooms several times. Observation notes focused on child behaviors and context. Parent interviews were conducted by Zoom or phone call; the child interviews were face-to-face and guided by the children’s interests. All interviews were audiotaped and transcribed.
An analysis of the data revealed five major themes: (1) excitement and freedom of being beyond four walls; (2) FS affords opportunities for positive development; (3) feelings regarding nature and FS are conditional and subject to change; (4) rituals are important for all but must be tailored; and (5) attitudes of adults help or hinder sessions. Overall results indicated that the autistic children benefited from Forest School through opportunities to play independently or with others, to exercise autonomy, and to develop practical, motor, and social skills. Factors related to the success of FS sessions included adherence to routines and adult influence over the process. Results also revealed some challenges related to the FS experience, including children leaving the FS site and conflict between peers. Related concerns suggest “that while FS is likely an effective support for the basic psychological needs contributing to wellbeing for many autistic children, it will not be an appropriate setting for all children.”
This study illustrates “how SDT can be used as a framework for understanding the role FS can play for autistic children’s wellbeing by creating an environment that is supportive of children’s autonomy, competence, and relatedness.” Results also indicate that children with autism experience benefits and challenges while participating in Forest School.
Citation
Friedman, S., Gibson, J., Jones, C., Hughes, C., (2022). ‘A new adventure’: A case study of autistic children at Forest School. Journal of Adventure Education and Outdoor Learning
