Benefits of Outdoor Therapy and Forest School for Children with Speech, Language and Communication needs

I first came across Forest School whilst working in a nursery in Roehampton in 2009. Although curious about the benefits for speech, language and communication, it was only when I moved back to Hebden Bridge that I trained and qualified as a Forest School Leader with North Yorkshire Forest School Training.  I also discovered during training that the nursery in Roehampton was pioneering in terms of it’s success in running a Forest School in an urban setting, it’s a small world at times!

The intention in training as a Forest School Leader was not to set up my own Forest school, but more focused on developing my competency in delivering therapy outdoors. I will discuss overcoming barriers such as weather and accessibility, as well as the sensory processing benefits in another blog. Here however, as an early years and mainstream schools therapist, I share with you just a few of the ways that working outdoors has helped to support the children I have worked with.

Play and Adult/Child Interaction: Whilst being outdoors children are encouraged to engage with nature and connect with the natural world. This in turn sparks curiosity and leads onto natural and often imaginative play. Forest School very much advocates for children to be able to be able to follow their interests with adults following and joining in the play. By following a child’s interests, adults can extend on children’s play and use strategies such commenting to develop language. This approach very much resonates with the parent/adult child interaction approach.

Vocabulary:  I once heard language described as being similar to “dark matter”, invisible but everywhere. Outdoor play in woodland settings provides a highly practical and experiential approach to learning new words.  The risks of poor vocabulary are well documented for children with speech, language, and communication needs (SLCN). So surely working with children in such an environment combined with the skills of a speech and language therapist can only help boost vocabulary skills.

Storytelling: There are many imaginative opportunities to supporting “narrative” skills whilst being outdoors through using natural resources and clay. Some common examples include making log dogs and acting out play; creating mud/clay puppets or making mud/clay faces on trees or making characters from string, dressing them with leaves and making stories about them. These characters can be based on familiar books or created from a child’s imagination. Robust risk assessments may allow for campfires and there is something about sitting around the fire, having a warm drink that makes for a natural place to tell stories.

Building Friendships:  There is a natural space to play people games such as “chain tag”, “hide and seek” and “dragon’s egg”; often “hide” and “seek” is a favourite with my older primary age children. With consent children can play blindfold games such as leading each other on a nature walk using their senses to explore the area. Children can also work together in familiar activities such as building dens, putting up tarpaulin to help protect them from inclement weather and preparing food/cook together.

Self Esteem and Independence: A high adult to child ratio and having access to skilled adults that are capable of facilitating children through child led activities/play are imperative to developing a child’s self-esteem and “try again” approach. This sense of achievement gives children the excitement of something to talk about. I recall a child making a wooden spinner, rushing back into the classroom, eagerly wanting to show and talk about what they had created. Ongoing sessions help to build up a resilience to ever-changing weather, as well as become independent in preparing for what they need to wear. Children are included in getting ready for being outdoors as well as in the planning and preparation of activities which helps to develop their organisation and self- help skills. There is also a growing body of research that clearly evidences the positive impact of nature on mental health and well being.

A sense of belonging:   The Forest School ethos advocates for sessions to be run over the long term and to follow a familiar routine that children can thrive in. Sitting around a fire in particular, telling stories and singing songs creates a sense of community. This all helps children build relationships overtime and build lasting memories.

I have only touched on some of the ways I have found outdoor therapy to be beneficial to the children I work with. I definitely have a long way to go in becoming as skilled and inclusive as some of the Forest School Leaders that can be found in the UK. I also need to stress that I would have never used tools or campfires without having undertaken appropriate training, and whilst helpful are not essential in delivering outdoor therapy, Ultimately however I believe with a little thought, planning, robust risk assessments and the right environment, much of what we do inside can be taken outside. Winter is approaching but don’t let that stop you, get wrapped up and play!

Useful resources:

https://www.natureconnection.co.uk/

https://kindlingplayandtraining.co.uk/forest-school-2/

https://www.wildpassport.co.uk/

“The Stick Book - Loads of Things You can do with a Stick” by Fiona Danks and Jo Schofield