The Forest School Podcast

In this lively, idea packed episode of The Forest School Podcast, Lewis and Wem move from Halloween chatter to a full nature reset. Wales waterfalls, Pen y Fan, Regent’s Park squirrels, and the deer rut at Richmond Park set the scene for a deeper dive. Lewis picks up Ludo Botany again and invites listeners to help build a new series, starting with tree climbing. The pair then unpack a Finnish trial that “rewilded” kindergartens with real forest floor to boost children’s microbiomes, compare new Australian findings, and explore equity, ethics, hygiene practice, and culture change. A new original song appears too. It is written from the viewpoint of an oak tree watching its acorns become craft supplies. 🌳⏱ Chapter Timings00:00 – Patreon intro and scene setting01:12 – Halloween, Wales waterfalls, Pen y Fan, London parks, and the deer rut07:02 – Ludo Botany returns and a listener call out for tree climbing nominations09:21 – New song premiere about acorns and seasonal crafting13:28 – Finland’s “forest floor in preschool” study and children’s microbiomes20:12 – Australian follow up and wider wellbeing gains beyond health22:55 – Mud as equity and even an academic intervention for learners26:30 – Ethics and longevity of transplanted soil and maintenance questions33:22 – Practicalities in settings: hygiene, thresholds, roles, and risk benefit35:56 – Alternatives: link settings to real woodlands and use green hedges to cut pollution🌲 KeywordsForest School, microbiome play, rewilded kindergartens, Finnish early years, Australian study, loose parts, hygiene thresholds, equity in education, tree climbing, Ludo Botany, Richmond Park deer rut, Welsh waterfalls🔖 Hashtags#ForestSchool #OutdoorEducation #NaturePlay #EarlyYears #ChildDevelopment🎧 Catch the full episode:Spotify: https://shorturl.at/4WdyIYouTube: https://shorturl.at/3qOUsApple: https://shorturl.at/FxfMFRSS: https://shorturl.at/A0kx9📚 Article and studies mentionedGuardian feature: https://www.theguardian.com/environment/2025/oct/29/soil-sandpit-children-dirty-biodiversity-finnish-nurseries-research-microbes-bacteria-aoeFinnish intervention study (Science Advances, 2020): https://www.science.org/doi/10.1126/sciadv.aba2578Open-access version: https://pmc.ncbi.nlm.nih.gov/articles/PMC7556828/Australian childcare soil microbiome study (2024): https://pubmed.ncbi.nlm.nih.gov/38583619/Flinders news summary: https://news.flinders.edu.au/blog/2024/06/18/dose-of-dirt-for-healthy-play/On playground pollution barriers with hedges: https://www.cam.ac.uk/research/news/roadside-hedges-can-reduce-harmful-ultrafine-particle-pollution-around-schools and https://www.nature.com/articles/s41598-022-18509-w🌐 More Episodes & SupportListen to more and access resources at www.theforestschoolpodcast.comSupport the show and join our community at www.patreon.com/theforestschoolpodcastFor questions, feedback, or collaboration: admin@theforestschoolpodcast.com

In this reflective, good-humoured episode of The Forest School Podcast, Lewis and Gemma wander from hornets and sweet chestnuts to big ideas in space design and session planning. They unpack a fresh “great board experiment” that swaps linear timetables for an Eight Shields-inspired planning wheel, then dive into a beautiful Japanese coffee-table book, The World Designed for Children, to ask how architecture can invite play. Along the way: apples, dehydrators, built-in play features, minimalism versus loose parts, logos and community identity, and a brand-new concept Lewis coins on air — Ludo Botany — matching kinds of play with specific plants and woodland management over time. It is a lively mix of practice, philosophy, and proper woodland gossip. 🌳⏱ Chapter Timings00:00 – Wind, wildlife, and sweet chestnuts: back in the woods03:10 – Glut season: apples, dehydration, and preserving abundance06:16 – The great board experiment: why ditch the linear plan08:20 – Planning with Eight Shields energies instead of activities11:21 – From checklists to a “spoked wheel”: transparency and crossing things out20:42 – The World Designed for Children: minimalist nurseries and built-in play24:54 – Ponds, sandpits, stairs you can climb: architecture as invitation29:16 – Loose parts, display culture, and what “the space is the resource” means34:36 – Brand, logos, patches, shared rituals: identity without uniforms45:06 – Introducing Ludo Botany and “plant baby plant”: designing for play yields🌲 KeywordsForest School planning, Eight Shields, session design, Japanese early years architecture, built-in play, loose parts, brand and community, reflective practice, woodland management, Ludo Botany🔖 Hashtags#ForestSchool #OutdoorEducation #ReflectivePractice #LooseParts #NaturePlay🎧 Catch the full episode:Spotify: https://shorturl.at/4WdyIYouTube: https://shorturl.at/3qOUsApple: https://shorturl.at/FxfMFRSS: https://shorturl.at/A0kx9🌐 More Episodes & SupportListen to more and access resources at www.theforestschoolpodcast.comSupport the show and join our community at www.patreon.com/theforestschoolpodcastFor questions, feedback, or collaboration: admin@theforestschoolpodcast.com

In this reflective, funny episode, Lewis and Gemma reunite in the same room, fresh from a Royal Forestry Society award and a whirlwind visit to Westonbirt Arboretum. Using the provocatively titled book *We Need Your Art: Stop ***ing Around and Make Something as a springboard, they unpack how Western culture sidelines creativity, why Forest School’s process-first ethos matters, and how to plan for failure with kinder self-talk. Expect talk of “shitty art” challenges, class and permission to fail, celebrating small milestones without slipping into praise economies, acorn milk experiments, squirrel mysteries, and the radical power of modelling silliness so children feel safe to try, tinker, and try again.TENTSILE — Tree tents that transform tricky ground into magical campouts. Listeners get 10% off with code ForestChildren10 at checkout.Chris Holland — Nature connection resources we genuinely rate. Explore his 54-page plant guide and more via our affiliate link: https://chrisholland.myshopify.com/?ref=ForestSchoolPodcast00:43 – Back together: RFS award, Westonbirt Arboretum, and “Square Oil” giggles04:24 – The book: bold Sharpie manifestos that kick you into making06:15 – Structure: reflective prompts, a two-week “make something daily” challenge, and looking back07:36 – Why Forest School is a curriculum-free haven for creativity, not metrics08:52 – How school and society infantilise art and push it to the margins11:44 – Product versus process: performances, gifts, and the “motivation soup”19:18 – Class, safety nets, and permission to fail in creative careers21:39 – Plan your self-talk for when you fail; modelling kinder language with parents33:26 – Celebrating small milestones together without turning joy into judgment52:32 – Stop at 80%: making endings easy, sustainable, and actually enjoyable🌲 Keywords: Forest School creativity, process-focused learning, failure and self-talk, celebrating milestones, class and creativity, modelling silliness, acorn processing, non-judgemental spaces, child-led practice, practitioner reflectionSpotify: https://shorturl.at/4WdyIYouTube: https://shorturl.at/3qOUsApple: https://shorturl.at/FxfMFRSS: https://shorturl.at/A0kx9🔖 Hashtags:#ForestSchool #OutdoorEducation #ProcessOverProduct #CreativeConfidence #NatureBasedLearning🌐 More episodes and support:Listen and find resources at www.theforestschoolpodcast.comSupport the show and join our community at www.patreon.com/theforestschoolpodcastFor questions, feedback, or collaboration: admin@theforestschoolpodcast.comSponsors and partners⏱ Chapter timings🎧 Catch the full episode:

A heartfelt conversation with Mell Harrison about Kinda Education’s plan to become the new custodians of Ringsfield Hall and bring a living school to life. We explore the vision, the sociocratic way of working, multi-generational learning in practice, and the immediate ways listeners can help.TENTSILE: Outdoor leaders save 10% with code ForestChildren10 on tree tents and hammocks.Chris Holland: Get the 54-page plant guide with our exclusive discount and support the show: https://chrisholland.myshopify.com/?ref=ForestSchoolPodcastDonate or fundraise nowCrowdfunder main page: https://www.crowdfunder.co.uk/p/help-kinda-education-save-ringsfield-hall Crowdfunder UKCreate a supporter fundraiser page: https://www.crowdfunder.co.uk/p/help-kinda-education-save-ringsfield-hall/multiply Crowdfunder UKLearn about the projectKinda Education’s Ringsfield vision and plan: https://www.kindaeducation.org.uk/ringsfield Kinda EducationKinda Education homepage: https://www.kindaeducation.org.uk/ Kinda EducationFollow and share updatesKinda Education on Facebook: https://www.facebook.com/KindaEducation/ FacebookLaunch post about saving Ringsfield Hall: https://www.facebook.com/KindaEducation/posts/1409356451195227/ FacebookKinda Education video update: https://www.facebook.com/KindaEducation/videos/1935777910328794/ FacebookInstagram fundraiser reel: https://www.instagram.com/reel/DPUEKUOiEew/ InstagramInstagram update post: https://www.instagram.com/p/DPD3MvzDZ9K/ InstagramRingsfield Hall on Instagram: https://www.instagram.com/ringsfieldhall/ InstagramRingsfield Hall on X: https://x.com/ringsfieldhall X (formerly Twitter)Donate or start a mini fundraiser on the crowdfunder.Share the crowdfunder link and the Instagram reel in your groups.Follow Kinda Education on Facebook and Instagram to boost reach.If you have relevant skills or local knowledge, contact Kinda via the website.00:00 Intro and why this matters02:31 Mell’s background and the roots of Kinda07:30 The project reveal and why Ringsfield Hall13:39 How the living school will work day to day16:26 What living curriculum means in practice19:47 Working with different stakeholders through clear layers23:32 Social impact, elders, and a transferable model27:50 Momentum in alternative education and home education31:49 Starting points for new projects and sociocracy37:07 The crowdfunder and immediate next steps#ForestSchool #AlternativeEducation #HomeEducation #OutdoorLearning #NatureConnection #Sociocracy #CommunityEducation #SEND #TraumaInformed #RingsfieldHall #KindaEducationSponsors and supporter perksListen and take actionHow to help in two minutesChapter timings

In this calm, reflective conversation, Lewis and Wem sit down with play worker and artist Max Alexander of Play Radical to explore autistic play as a joyful, valid, and richly varied landscape. Max shares how one to one playwork can reconnect isolated young people to authentic play, why reflection habits from nursing training shaped their practice, and how non extractive documentation like session haiku can honour privacy while communicating value. The trio unpack the difference between rigid taxonomies and Max’s lighter play shapes, discuss why autistic play matters for wellbeing today rather than only for future outcomes, and explore practitioner shorthand that helps teams notice and scaffold emerging shapes. The second half turns to adult play, instincts, and the social barriers that police how bodies move in public. The result is a practical and humane guide to noticing more, intervening less, and creating space where play can breathe.TENTSILE is supporting this episode. Forest School leaders can get 10 percent off a Stingray tree tent with the code ForestChildren10 at checkout.Chris Holland is also supporting this episode. Grab his 54 page plant guide with our affiliate link and discount: https://chrisholland.myshopify.com/?ref=ForestSchoolPodcast00:43 Windy morning intro and Max joins the chat02:11 What Play Radical is and how Max works across roles03:47 One to one playwork and inclusion for isolated autistic children05:22 From nursing to The Yard and how practice took shape08:03 Reflection habits and a commitment to accessible information13:06 Haiku as non extractive documentation and a live example16:25 Play shapes versus taxonomies and how to hold them lightly22:34 Why autistic play matters for wellbeing and joy right now23:26 Practitioner shorthand and supporting emerging shapes33:42 Adult play instincts and barriers in public spacesAutistic play, play shapes, neurodiversity, inclusive playwork, one to one playwork, reflective practice, haiku documentation, Forest School, Bob Hughes play types, practitioner shorthand, adult play, privacy in play, anti ableism, teen play, Play Radical, The Yard Edinburgh🎧 Catch the full episode:Spotify: https://shorturl.at/4WdyIYouTube: https://shorturl.at/3qOUsApple: https://shorturl.at/FxfMFRSS: https://shorturl.at/A0kx9#ForestSchool #AutisticPlay #OutdoorEducation #ReflectivePractice #Neurodiversity🌐 More Episodes and SupportListen to more and access resources at www.theforestschoolpodcast.comSupport the show and join our community at www.patreon.com/theforestschoolpodcastFor questions, feedback, or collaboration: admin@theforestschoolpodcast.com

In this warm, idea-packed episode of The Forest School Podcast, Lewis and Wem move from personal updates to a deep dive on resilience. Using Looby McNamara’s Cultural Emergence and Chris Johnstone’s framing, they explore recovery, adaptive, transformative, and spreading resilience. They challenge the “just power through” myth, contrast perseverance with true resilience, and look at how groups become more sustainable through transparency, shared roles, and flatter hierarchies. Expect practical examples from fire-lighting to policy writing, plus reflections on neurodivergence, school attendance narratives, and how adults can model resilience when there’s a supportive team around them.⏱ Chapter Timings:00:00 – Patreon intro and setting the scene for a busy month01:39 – London “bird orchestra,” road trip vibes, and upcoming FSA plans04:26 – What the FSA road shows are and why mini-conferences matter06:03 – Workshop picks: coil baskets, nature connection, and “dangerous toys”07:24 – A secret embargoed event, outfit chat, and Wem begins a PhD10:28 – Four types of resilience via Looby McNamara and Chris Johnstone12:53 – Oxford definitions: beyond “hardness” to bouncing and recovery20:12 – Adaptive resilience vs perseverance: the fire-lighting example22:42 – Community resilience: transparency, small teams, and avoiding burnout41:54 – Modelling resilience, flatter hierarchies, and support networks🌲 Keywords: Forest School resilience, Looby McNamara, Chris Johnstone, adaptive vs perseverance, community resilience, transparent roles, policies as pearls, neurodivergent perspectives, FSA road shows, outdoor learning practice🔖 Hashtags:#ForestSchool #OutdoorEducation #Resilience #CommunityLearning🌐 More Episodes & Support:Listen to more and access resources at www.theforestschoolpodcast.comSupport the show and join our community at www.patreon.com/theforestschoolpodcast🎧 Catch the full episode:Spotify: https://shorturl.at/4WdyIYouTube: https://shorturl.at/3qOUsApple: https://shorturl.at/FxfMFRSS: https://shorturl.at/A0kx9For questions, feedback, or collaboration: admin@theforestschoolpodcast.com

In this warm and curious episode of The Forest School Podcast, Lewis and Gemma sit down with historian and fibre artist Nicole DeRushie to explore her new book, Bog Fashion: Recreating Bronze and Iron Age Clothes. The conversation traces Nicole’s path from Forest School leader to public historian, then dives into experimental archaeology, everyday clothing in prehistory, women’s roles in textile innovation, and why craft skills like nalbinding still matter. Expect practical insight for educators who want to bring textiles into sessions, thoughtful reflections on value and labour, and plenty of joy in imperfect making. Note for listeners: this was a cloud recording so audio quality varies, yet the content is rich throughout.Sponsored byTENTSILE, makers of tree tents and hammocks that Forest School leaders love. Use code ForestChildren10 for 10% off at checkout.Chris Holland’s 54-page plant guide for outdoor educators. Get an exclusive discount through this link: https://chrisholland.myshopify.com/?ref=ForestSchoolPodcast⏱ Chapter Timings00:00 Patreon intro and why listener support keeps the show going01:11 Episode set up, Nicole’s book Bog Fashion, and what to expect02:42 From Forest School to public history, museums, and ancient craft practice07:53 Why Bronze and Iron Age clothing, and why bog finds matter for teaching13:29 Everyday lives over kings and dates, making museums feel lived in22:39 Who made the cloth, evidence, myths, and what we can and cannot claim31:32 The changing value of textiles, from household wealth to fast fashion37:58 The crafter’s triangle, learning through failure, and Forest School links49:11 Endangered crafts and nalbinding, how to keep skills alive1:05:17 Where to find Nicole and Bog Fashion, retailers, events, and Instagram🔗 Links from this episodeBog Fashion at ChronoCopia Publishing, book details and retailers: chronocopia.se/books/bog-fashion/ chronocopia.seNicole DeRushie on Instagram: instagram.com/grounded_history InstagramHeritage Crafts Red List overview: heritagecrafts.org.uk/skills/redlist Heritage CraftsNalbinding craft page, background and status: heritagecrafts.org.uk/craft/nalbinding Heritage CraftsMust Farm, Late Bronze Age settlement and textile context: mustfarm.com/bronze-age-settlement/about Must FarmAshmolean Museum shop listing among UK stockists, via publisher page: shop.ashmolean.org and chronocopia stockist list chronocopia.se🌲 Keywords: Bog Fashion, prehistoric textiles, experimental archaeology, nalbinding, heritage crafts, women and weaving, Bronze Age clothing, Iron Age clothing, Forest School activities, public history🔖 Hashtags:#ForestSchool #OutdoorEducation #BogFashion #PrehistoricTextiles #ExperimentalArchaeology #Nalbinding #HeritageCrafts #ChildLedLearning #CPD #NatureBasedLearning🌐 More Episodes and SupportListen to more and access resources: www.theforestschoolpodcast.comSupport the show and join our community: www.patreon.com/theforestschoolpodcastQuestions or collaboration: admin@theforestschoolpodcast.com

In this lively and wide-ranging episode of The Forest School Podcast, Lewis and Wem are joined by Dr Alistair Bryce-Clegg for a passionate conversation about early years education, authentic child development, and how political targets can squeeze the joy out of childhood. From the UK government’s 75% ‘good level of development’ goal to the cultural biases baked into classroom expectations, Alistair shares decades of experience as a teacher, head, author, and consultant. The discussion challenges compliance-focused models, explores the link between environment and behaviour, and highlights the importance of safe failure and intrinsically motivated play. With powerful anecdotes from around the world – from Cumbria classrooms to Icelandic snow schools and Australian bush kindy – this episode is a call to create spaces where all children can flourish, indoors and out.⏱ Chapter Timings:00:00 – Introducing Dr Alistair Bryce-Clegg and his unexpected journey into early years03:14 – The politics of ‘school readiness’ and targets not based on child development07:36 – Cultural differences, compliance vs engagement, and the risk of starting too soon12:20 – Why typical behaviour is often punished – and the gender bias in compliance17:01 – International examples of environments that foster genuine listening22:40 – Narrowing age bands, Ofsted pressure, and creating authentic spaces for all children27:54 – Forest School, play-based learning, and the value of safe failure35:40 – Training, bias, and the risk of disillusionment with learning44:02 – Forest School as a ‘pressure valve’ vs an integrated approach to wellbeing53:58 – Advocating for autodidactic learning in a system built for compliance🌲 Keywords: early years education, school readiness, good level of development, authentic child development, compliance vs engagement, play-based learning, safe failure, gender bias in education, Ofsted pressure, forest school ethos, outdoor learning, international education, neurodiversity, classroom environment, intrinsic motivation🔖 Hashtags:#ForestSchool #EarlyYears #OutdoorLearning #ChildDevelopment #AuthenticPlay #SafeFailure #IntrinsicMotivation #Neurodiversity #ComplianceVsEngagement #ForestSchoolPodcast #PlayBasedLearning #EducationPolicy #TeacherTraining #WellbeingInEducation #AutodidacticLearning🌐 More Episodes & Support:Listen to more and access resources at ⁠www.theforestschoolpodcast.com⁠Support the show and join our community at ⁠www.patreon.com/theforestschoolpodcast⁠For questions, feedback, or collaboration: ⁠admin@theforestschoolpodcast.com

In this thought-provoking episode of The Forest School Podcast, Lewis speaks with Melissa, widely known as The Modern Mortician, to explore the deep intersections between death care, nature connection, and community learning. Beginning with light-hearted bug encounters and moving into meaningful reflections, the conversation spans Melissa’s career journey from traditional funeral homes to her current role as a death doula and advocate for greener, more intentional end-of-life practices. Together they unpack topics including green burial, water cremation, the realities and myths around “eco” death products, and how environmental considerations influence our final choices. They also discuss the emotional and cultural importance of involving children in death rituals, parallels between small animal burials at Forest School and human funerals, and how openness, presence, and hands-on experience can change our relationship with loss. With a mix of practical insight, personal stories, and gentle humour, this episode invites listeners to rethink death as a natural, participatory part of life.🌲 Chapter Timings:00:00 – Clay hairpieces, bug encounters, and the day’s woodland context02:01 – Introducing Melissa: The Modern Mortician’s work and journey into death care06:37 – Animal burials at Forest School and what really happens underground09:19 – Green burial processes and Melissa’s personal story of exhuming her cat12:24 – How grief and burial choices can shift over time20:07 – Balancing professional knowledge with honouring people’s choices24:14 – Water cremation explained: process, benefits, and environmental impact26:39 – Why conservation burial tops the list for eco-friendly end-of-life care31:18 – Myths, marketing, and the truth about “eco” burial products37:24 – Local sourcing, human composting, and hidden environmental costs50:52 – Why children benefit from involvement in death rituals56:26 – Behind-the-scenes realities of funeral industry “natural” presentation1:01:02 – Advice for Forest School leaders: normalising involvement and presence🌲 Keywords: green burial, water cremation, human composting, conservation burial, natural burial, eco death care, death doula, child involvement in funerals, animal burials, Forest School rituals, end-of-life choices, environmental impact of funerals, grief and participation, cultural attitudes to death, The Modern Mortician🔖 Hashtags:#ForestSchool #OutdoorEducation #GreenBurial #WaterCremation #ChildLedLearning #EcoDeathCare #DeathDoula #ForestSchoolPodcast #NatureAndDeath #LifeCycles #CommunityRituals #SustainableFunerals #EndOfLifeEducation #HandsOnHealing #TheModernMortician🌐 More Episodes & Support:Listen to more and access resources at www.theforestschoolpodcast.comSupport the show and join our community at www.patreon.com/theforestschoolpodcastFor questions, feedback, or collaboration: admin@theforestschoolpodcast.com

In this warm and wonderfully meandering episode of The Forest School Podcast, Lewis and Wem dive into The Joys and Shapes of Autistic Play by Max Alexander. Nestled among tangents about shouting sparrowhawks, jewel-encrusted slugs, and beloved sticks, they explore how Max's taxonomy of autistic play shapes offers both validation and practical insights for outdoor educators. Together, they unpack play types like pancake stacking, relational mapping, and object harmonising, and reflect on how this lens supports more inclusive, curious, and non-judgemental practice. The conversation touches on inner worlds, the limits of Bob Hughes’ taxonomy, and the value of reframing behaviours through a neurodivergent-affirming perspective. With humour, honesty, and deep respect for Max’s work, this episode is a love letter to the strange, sincere, and silly world of play.🎁 Sponsored by Tentsile and Chris HollandEnjoy 10% off Tentsile tree tents with the code ForestChildren10 – perfect for immersive outdoor sessions.Get Chris Holland’s 54-page plant guide at a discounted rate using the code on his site:https://chrisholland.myshopify.com/?ref=ForestSchoolPodcast⏱ Chapter Timings00:00 – Shouting sparrowhawks and reptilian parent brains03:30 – Jeweled slugs and ceramic plant pot friends04:07 – Introducing The Joys and Shapes of Autistic Play by Max Alexander06:03 – Why it’s accessible, shareable, and belongs in your backpack06:58 – What the book is: eight play shapes and how to support them08:29 – Play shapes vs. play types: where Bob Hughes meets inner worlds10:44 – What counts as valid play, and what we sometimes dismiss15:14 – Pancake stacking, poisoned cakes, and joyful repetition22:30 – Relational mapping and understanding bodies as play resources32:21 – Voice as a sensory toy and reframing 'disruptive' behaviours40:31 – Object harmonising, companionship with sticks, and the story of a ruby-red brake light52:27 – Nesting as a verb, den conflicts, and design implications for Forest School spaces58:12 – Sincerity + silliness = play; where this book belongs in your CPD journey🌲 KeywordsAutistic play, Max Alexander, play shapes, Bob Hughes, Forest School, inclusive practice, neurodivergent affirmation, relational mapping, object harmonising, nesting, voice as a sensory toy, pancake stacking, playwork, non-judgemental education, play taxonomies, play diaries, observation🔖 Hashtags#ForestSchool #AutisticPlay #PlayShapes #InclusiveEducation #NeurodivergentAffirming #Playwork #ObjectHarmonising #VoiceAsSensoryToy #PancakeStacking #ForestSchoolPodcast #NatureBasedLearning #ChildLedPlay #OutdoorEducation #RelationalMapping #ReflectivePractice🌐 More Episodes & SupportListen to more and access resources at ⁠www.theforestschoolpodcast.com⁠Support the show and join our community at ⁠www.patreon.com/theforestschoolpodcast⁠For questions, feedback, or collaboration: ⁠admin@theforestschoolpodcast.com

In this deep-dive episode of The Forest School Podcast, Lewis and Wem are joined by Dr Jo Hume to explore the rich and expanding world of Forest School research. Starting with nettle seeds and caffeine journeys, the conversation quickly flows into Jo’s unique academic path—from early years teaching to leading-edge post-humanist research. Together, they unpack how Forest School practice can be explored through alternative lenses: from non-linear time and place memory to intra-action, post-humanism, and the oft-missed agency of trees, mud, and materials. Dr Hume shares her ‘three Fs of Forest School,’ talks about embodied research methods (including her embroidered GPS maps), and challenges listeners to think beyond human-centred perspectives. Whether you are an outdoor educator, curious academic, or passionate practitioner, this episode will expand your understanding of what makes Forest School profoundly different from other outdoor experiences—and why it truly stays with us even after we leave the woods.https://www.northumbria.ac.uk/about-us/our-staff/h/joanna-hume/⏱ Chapter Timings:00:00 – Nettle seeds, caffeine experiments, and energising toddler groups02:10 – Introducing Dr Jo Hume: early years teaching to academic research07:30 – Weekly woodland trips and the ripple effects on child independence13:45 – Bringing Forest School to teacher training: possibilities and limitations19:00 – The ‘three Fs of Forest School’: frequency, familiarity, freedom24:15 – Forest School as an alternative life-thread: time, memory, and identity33:35 – Understanding post-humanism and intra-action in outdoor learning41:15 – Animism, tree relationships, and de-centring the human perspective50:00 – Creative research methods: embroidered maps and sensory entanglement58:30 – The future of Forest School research and Dr Hume’s upcoming book🌲 Keywords: Forest School research, post-humanism, intra-action, place memory, three Fs of Forest School, non-linear time, animism, alternative pedagogies, early years education, embodied research methods, intra-relationship, reflective outdoor practice, Forest School academia, Jo Hume, teacher training and Forest School, post-humanist education🔖 Hashtags:#ForestSchool #OutdoorLearning #ForestSchoolPodcast #PostHumanism #IntraAction #ForestSchoolResearch #EarlyYears #ReflectivePractice #NaturePedagogy #ForestSchoolTraining #ChildLedLearning #AnimismInEducation #TeacherTraining #AlternativeEducation #CreativeResearch🌐 More Episodes & Support:Listen to more and access resources at ⁠www.theforestschoolpodcast.com⁠Support the show and join our community at ⁠www.patreon.com/theforestschoolpodcast⁠For questions, feedback, or collaboration: ⁠admin@theforestschoolpodcast.com

In this deep and meandering episode of The Forest School Podcast, Lewis, Wem, and storyteller Danny English explore the layered meanings behind the phrase “Leave No Trace.” What begins as a discussion on outdoor ethics soon becomes a rich meditation on ecological grief, language, pedagogy, woodland relationships, and what it means to belong to a place. Together, they question the cultural norms of tidying up, consider the impact of den-building, and reflect on how story can shift behaviour more meaningfully than rules. Danny shares his roots in experiential education, the story behind his book Tales of the Timeless Forest, and how he works through conflict using narrative. From philosophical musings on deadwood and dominance, to practical provocations for forest school practice, this conversation offers no easy answers—but plenty of fertile ground for reflection.⏱ Chapter Timings:04:00 – Danny’s story: from Ramsbottom to experiential education in the US08:10 – Bridging the gap between outdoor and mainstream education10:42 – “Using nature” vs “being with nature” – why language matters15:48 – The origins of Leave No Trace and its cultural framing19:31 – Dens, deadwood, and how much trace is too much?25:25 – Woodland management dilemmas and practitioner responsibility32:16 – Story as a tool for navigating complex moments with children38:22 – Emotional reactions to monolith beech trees – trace, grief, and care47:33 – Is ‘permissive ecology’ a useful metaphor for outdoor practice?53:04 – Post-humanism, story-sharing, and the joy of seasonal tales🌲 Keywords:Forest School ethics, leave no trace, outdoor education dilemmas, woodland management, ecological grief, forest school culture, language in practice, experiential education, deadwood ecology, storytelling for behaviour, deep ecology, gentle pedagogy, posthumanism, tree monoliths, forest school reflection🔖 Hashtags:#ForestSchool #OutdoorEducation #LeaveNoTrace #DeepEcology #NatureConnection #ForestSchoolPodcast #WoodlandManagement #ChildLedLearning #StorytellingInNature #ReflectivePractice #EcologicalGrief #ForestSchoolCommunity #NaturePedagogy #PostHumanism🌐 More Episodes & Support:Listen to more and access resources at ⁠www.theforestschoolpodcast.com⁠Support the show and join our community at ⁠www.patreon.com/theforestschoolpodcast⁠For questions, feedback, or collaboration: ⁠admin@theforestschoolpodcast.com

In this richly reflective and gently irreverent episode of The Forest School Podcast, Lewis and Wem are joined once again by artist and activist Ruth Webb of The Lost Giants. From slug cohabitation to giant curlews, this episode weaves together humour, art, neurodivergence, community ritual, and the slippery intersections between protest and play. Together, the trio explore how masks and costumes can invite unmasking, how children become wild elements in the woods, and how activism might flourish through joy rather than solemnity. They also dive into the role of “fooling,” go-betweens, and teasers in processions, and examine how these ancient roles can create safety, connection, and transformation. As they near the end, a moving conversation about hopelessness, beauty, and finding meaning in collective creation becomes a quiet ritual of its own.⏱ Chapter Timings:00:00 – Slugs, pets, and cross-species adoption01:41 – Giants, Ghost Woods, and the mysterious new slug beast06:00 – Masking, unmasking, and slipping into forest school skins09:25 – Becoming more-than-human through imaginative embodiment13:15 – How communities prepare to meet a giant15:05 – Dancers, go-betweens, and the art of fooling22:00 – Activism, humour, and the risks of misreading the tone26:21 – Protest, presence, and the potential of artistic action32:35 – Giant curlews, media coverage, and public perception36:49 – Community, celebration, and the quiet resistance of joy🌲 Keywords: Forest School activism, masking and unmasking, fooling, teasers, Lost Giants, protest art, creative resistance, neurodivergence, child-led play, giant puppets, ritual and joy, community connection, visual storytelling, wild embodiment, playful protest🔖 Hashtags:#ForestSchool #OutdoorEducation #ProtestArt #CreativeActivism #LostGiants #ChildLedLearning #RitualAndPlay #NatureConnection #MoreThanHuman #ForestSchoolPodcast #CommunityCreativity #WildEmbodiment #Fooling #GiantPuppets #HopeThroughArt🌐 More Episodes & Support:Listen to more and access resources at ⁠www.theforestschoolpodcast.com⁠Support the show and join our community at ⁠www.patreon.com/theforestschoolpodcast⁠For questions, feedback, or collaboration: ⁠admin@theforestschoolpodcast.com

In this joyful and wide-ranging episode of The Forest School Podcast, Lewis and Wem sit down with artist, activist and Forest School leader Ruth Webb. Known for her giant puppets, folk beasts and street processions, Ruth shares the rich history and creative power of giant-making in the UK. The conversation explores how these large-scale creations connect communities, invite activism, and spark playful engagement with the land. Ruth explains the cultural roots of British giants, the story behind Dartmoor’s legendary Crocken, and the making of the Rewilderbeest – a plant-loving folk beast built from local, foraged materials. Together they unpack the role of masks, puppets, and participation in outdoor education, activism and folklore. From the politics of taking up space in the streets to the logistics of giant storage, this episode will leave you inspired to dream big, build bigger, and involve your whole community in the creative process.⏱ Chapter Timings:00:00 – Hot BluTAC debates and meeting Ruth01:10 – Ruth’s journey: theatre, activism, Forest School and giant-making03:45 – The folk history of British giants and their political roots06:30 – Symbolism, community presence, and reclaiming public space11:10 – Introducing the Rewilderbeest: folk traditions, materials and land connection16:20 – Playful plant identification with the Rewilderbeest and engaging children21:40 – Masks, puppets and why words matter: breaking the third wall in folk performance29:45 – Crocken: Dartmoor legend, Right to Roam activism, and building community identity36:15 – Tips for community builds: low-skill entry points and meaningful materials41:10 – Storage solutions and keeping giants alive across the years🌲 Keywords: Forest School arts, community processions, British folk traditions, giant making, Dartmoor folklore, environmental activism, Rewilderbeest, Crocken, Right to Roam, outdoor theatre, creative community projects, folk puppetry, participatory art, mask-making, land connection, Forest School storytelling, outdoor education arts, child-led creativity🔖 Hashtags:#ForestSchool #OutdoorEducation #CommunityArt #GiantMaking #FolkTraditions #EnvironmentalActivism #ForestSchoolPodcast #Rewilderbeest #DartmoorGiants #RightToRoam #ChildLedLearning #OutdoorTheatre #ProcessionalArt #ForestSchoolCreativity #StorytellingInNature🌐 More Episodes & Support:Listen to more and access resources at www.theforestschoolpodcast.comSupport the show and join our community at www.patreon.com/theforestschoolpodcastFor questions, feedback, or collaboration: admin@theforestschoolpodcast.com

In this lively and tangential episode of The Forest School Podcast, Lewis and Gemma reflect on an evening spent seeing Robin Ince speak about neurodivergence, ADHD, and the importance of passion. From rogue pygmy shrews to ultraviolet birds and eccentric geniuses, the conversation weaves in and out of the evening’s takeaways, unravelling what it means to be unashamedly interested in the world. They explore the power of identity through diagnosis, why tangents are a feature not a bug, and how environments can welcome authenticity. The episode also touches on hierarchical values in outdoor spaces, the performative pressure of being “an expert,” and why imperfect passion beats polished performance. If you’ve ever loved something deeply and been told to tone it down—this one’s for you.🌿 Sponsor Shout-Out:This episode is sponsored by TENTSILE, the original tree tent. Get 10% off any order with the code ForestChildren10 at www.tentsile.comWe’re also proudly supported by Chris Holland, author of A Kaleidoscope of Plants. Get 10% off his beautiful 54-page guide when you use code ForestSchoolPodcast at this link: https://chrisholland.myshopify.com/?ref=ForestSchoolPodcast⏱ Chapter Timings:00:00 – Pygmy shrew panic and under-the-table guests01:47 – Shrews taste bad: prey, predators, and side quests03:20 – Ultraviolet vision and birds seeing wee trails05:08 – “Like birds do”: comedy stories and water spitting06:22 – Reflections on Robin Ince’s talk and ADHD diagnosis08:01 – Two sides of the coin: forgetfulness and brilliance09:45 – The beauty of subjective, honest storytelling12:54 – Vulnerability, unmasking, and joy without shame15:01 – Hierarchies of value: washing up vs wonder21:26 – The transactional myth of brilliance and acceptance🌲 Keywords: ADHD, neurodivergence, Robin Ince, authentic passion, Forest School values, child-led learning, identity through diagnosis, intersectionality, nature-based education, humour in education, embracing tangents, pedagogy and personality, outdoor learning philosophy, invisible struggles, joy and vulnerability🔖 Hashtags:#ForestSchool #Neurodivergence #AuthenticLearning #OutdoorEducation #ChildLedLearning #RobinInce #Neurodiversity #Unmasking #JoyInLearning #ImperfectPassion #EducationWithoutJudgement #ForestSchoolPodcast #InclusiveEducation #NatureBasedLearning🌐 More Episodes & Support:Listen to more and access resources at ⁠www.theforestschoolpodcast.com**⁠Support the show and join our community at ⁠www.patreon.com/theforestschoolpodcast**⁠For questions, feedback, or collaboration: ⁠admin@theforestschoolpodcast.com

In this jam-packed episode of The Forest School Podcast, Lewis and Wem are joined by ecologist Tilly Tilbrook to unpack the truth behind the controversial Planning and Infrastructure Bill and its implications for UK wildlife. Tilly brings decades of ecological fieldwork, policy experience, and field stories—from dormice in torpor to Pringles-tube water voles—to help listeners understand what’s really happening on the ground. The episode explores what ‘protected species’ legally means, how ecology impacts (or doesn’t) the planning process, and the ripple effects of changes to legislation. With clarity, humour, and urgency, Tilly shares why conservation matters, how Forest School leaders can connect children to real local data, and why the narrative around bats, tunnels, and housebuilding needs serious rethinking. A vital listen for anyone who works outdoors, loves wildlife, or wants to understand the deeper systems shaping our landscapes.🎧 Chapter Timings:00:00 – Dormice, water voles, and squirrel heists: Tilly's journey into ecology03:39 – Favourite animal encounters and what ecologists actually do on-site10:03 – What species are protected in the UK—and how?14:18 – Legal definitions of protection, licenses, and enforcement challenges21:40 – Have protections worked? Otters, pesticides, mink, and water voles30:48 – The “bat tunnel” myth and scapegoating conservation35:57 – What the Planning and Infrastructure Bill really proposes38:08 – Mitigation hierarchy vs “cash to trash”: skipping straight to offsetting43:46 – Campaigns, lobbying, and the hope for changes in the House of Lords46:41 – What Forest Schools can do to support local habitats49:37 – Bug hotels, dead hedges, and the truth about “eco” gardening gear🌲 Keywords: Planning and Infrastructure Bill, protected species, UK wildlife law, ecologist role, Forest School habitats, biodiversity, environmental justice, mitigation hierarchy, nature connection, citizen science, conservation careers, water voles, dormice, bats, squirrels, offsetting, habitat creation, bug hotels, environmental education🔖 Hashtags:#ForestSchool #OutdoorEducation #EcologyExplained #WildlifeProtection #NatureConservation #PlanningBill #EnvironmentalJustice #ChildLedLearning #HabitatCreation #BugHotelTruth #NatureRecovery #UKWildlife #ForestSchoolPodcast #BatsNotScapegoats #ScruffyGardens🌐 More Episodes & Support:Listen to more and access resources at www.theforestschoolpodcast.comSupport the show and join our community at www.patreon.com/theforestschoolpodcastFor questions, feedback, or collaboration: admin@theforestschoolpodcast.com

In this episode, Lewis and Wem dig deep into the concept of consistency—a term often upheld as sacred in education and parenting, but is it all it’s cracked up to be?They explore the tension between consistency of routine vs consistency of relationship, how being overly consistent can lead to masking (for both adults and children), and why the pressure to deliver the same experience every time is unrealistic—and possibly unhelpful.From donkeys at the sanctuary to dopamine in disrupted routines, this is a wide-ranging, honest conversation about autonomy, vulnerability, and the stories we tell ourselves about being “good” educators.Whether you’re new to Forest School or 10 years in, this one might just shift how you think about planning, presence, and being truly learner-centred.🧭 Topics Covered:Consistency of output vs consistency of intentionHow routine can become oppressiveThe moral undertones of “being consistent”Attachment, co-regulation & modelling emotional honestyWhy inconsistency can be a giftCultural pressures to be habit-forming machinesHow we frame expectations for ourselves and our learnersSoft skills, autonomy, and agency in outdoor educationReal talk about what consistency demands in unpaid labour🔗 Listen Here:🌲 Spotify → Forest School Podcast on Spotify🍏 Apple → Forest School Podcast on Apple🌐 Web → www.forestschoolpodcast.com📺 YouTube → Watch the episode on YouTube📬 Get In Touch:💬 Instagram: @forestschoolpodcast📧 Email: admin@theforestschoolpodcast.com📌 Tags & Keywords:#forestschool #outdooreducation #childledlearning #consistencyvsintention #processoverproduct #relationshipfirst #softskills #emotionalintelligence #naturebasedlearning #educationphilosophy #forestschoolleaders #neurodiversityaffirming #coachingnotcompliance #autonomyineducation #honestteaching #vulnerabilityineducation

In this episode, Lewis and Wem are joined by Justine from Curious and Kind Nature Play in Florida. The conversation began when all three spoke at a webinar hosted by Peter Gray and quickly turned into a shared curiosity around the tensions of tidying up in play-based education.This is not a how-to guide. It is a rich exploration of roles, expectations, neurodivergence, community care, and the invisible moral weight we place on children when it comes to cleaning up. Whether you model tidying, mandate it, ignore it entirely, or wrestle with it daily, this episode invites you to reflect deeply on what your approach communicates about power, responsibility, and play.🟩 Chapter timings00:00 Welcome and pizza oven distractions01:00 How Lewis and Justine connected02:00 Justine introduces Curious and Kind Nature Play05:00 Florida’s funding for home educators06:30 Structures that support flexibility and autonomy10:00 Opening the conversation on tidying12:00 Justine’s approach to winding down and cleaning up14:00 Community care and shared spaces16:00 When tidying up becomes adult-directed20:00 Individualism and shared responsibility22:00 Executive function and play endings25:00 Shifting roles as facilitators27:00 Play residue and resource placement30:00 Who defines tidy33:00 Visual cues and neurodivergence36:00 Long sessions and timing pressures38:00 Tidying as moral pressure or community practice40:00 Role of the facilitator and equity in expectations43:00 The notice and do approach48:00 When tidying inhibits play and creativity50:00 Regret, repair, and adult reflection53:00 Adult overwhelm and honest communication59:00 Pine needles and closing thoughts60:00 Where to find Justine and Curious and Kind

🌿 What Is Clean Language & Should You Use It Outdoors?In this introspective solo episode, Lewis reflects on Contempt to Curiosity by Caitlin Walker—an exploration of Clean Language, group metaphors, and truly non-judgemental communication.What begins as a quiet Friday morning in the woods becomes a deeply personal and practical unpacking of:What Clean Language actually is and where it came from 👂Why exploring someone’s “inner world” is powerful—and riskyHow metaphor can unify (or divide) groups 🌀Practical uses of Clean Language in Forest SchoolWhether this approach is clunky-but-useful—or core practice💬 Plus, Lewis shares a raw personal story of being on the receiving end of Clean Language coaching… and the surprising discomfort that followed.🌟 Sponsors: TENTSILE & Chris Holland🌲 TENTSILE – Create magical canopy spaces with TENTSILE’s world-famous hammock tents. Use code ForestChildren10 for 10% off at www.tentsile.com🍃 Chris Holland – Discover Nature Connection & the 54-Plant Guide—perfect for Forest School leaders. Use code FORESTPOD for 15% off at👉 https://chrisholland.myshopify.com/?ref=ForestSchoolPodcast⏳ Episode Chapters00:00 – Intro, birdsong, forest stillness 🌳02:00 – Feeling isolated as a leader04:00 – Housekeeping & community shout-out06:00 – What is Clean Language? Who created it?08:30 – Metaphors, coaching & autonomy10:00 – The “clunky but useful” language tools13:00 – Forest School Association anecdote20:00 – What “Smell. Soil.” taught Lewis27:00 – What Clean Language missed in his response30:00 – Can metaphors create better group cohesion?33:00 – Why Forest School needs shared metaphors36:00 – Facilitating feelings, not just activities40:00 – Cocktail bars & metaphor-building 🍸44:00 – When “mycelial network” isn’t enough 🍄47:00 – Clean Language as a practice addon—not a necessity50:00 – Is this book for beginners or advanced practice?📚 Mentioned in This EpisodeContempt to Curiosity by Caitlin WalkerDavid Grove’s Clean LanguageNonviolent Communication (NVC)Forest School Association Strategy WeekendDeclarative language in outdoor education“Mycelial Network” (metaphor bingo!) 🍄💬 Join the Discussion🌱 What metaphor would your Forest School group use to describe itself?Do you already use metaphors in your practice—or avoid them entirely?We’d love to hear YOUR stories. Drop us a message on social media or email admin@theforestschoolpodcast.com🎧 Listen now:🎙️ Spotify: shorturl.at/4WdyI📺 YouTube: shorturl.at/3qOUs📻 Apple Podcasts: shorturl.at/FxfMF💻 RSS: shorturl.at/A0kx9

🌳 Forest School vs the Panopticon: Who’s Watching the Children?In this solo episode, Lewis dives deep into the haunting metaphor of the Panopticon—a 1700s prison designed for total surveillance—and how its legacy lives on in modern classrooms, school playgrounds, and even parenting styles.⚖️ From architectural control to digital surveillance, Lewis explores:What “total observation” does to a child’s sense of self 👁️Why today’s children may be observed from wake to sleepThe impact of surveillance on risk-taking, identity, and creativity 🎭How Forest School sites can either replicate or resist the PanopticonPractical ways to foster pockets of privacy in outdoor settings 🌲This is a big-thinking episode, inviting Forest School leaders, educators, and parents to ask:💭 How much observation is too much? And what happens when we let go?🌲 TENTSILE – Transform your site with TENTSILE’s innovative hammock tents. Perfect for Forest School adventures. Use code ForestChildren10 for 10% off at www.tentsile.com🍃 Chris Holland – Discover Chris Holland’s 54-page Plant Guide – a practical tool for outdoor learning. Get 15% off using code FORESTPOD at our affiliate link: https://chrisholland.myshopify.com/?ref=ForestSchoolPodcast00:00 – Intro & glorious sunshine ☀️02:00 – What is the Panopticon? History & design06:00 – Cuba, Castro & 3000 silences08:30 – How schools mirror prison architecture11:30 – Modern childhood as constant surveillance14:00 – Should children be allowed privacy?16:30 – When observation is helpful 👀18:30 – Teachers feeling watched too21:00 – Forest School vs classroom surveillance24:00 – Instagram vs authenticity in outdoor play 📸27:00 – Why privacy matters for relationships30:00 – Class sizes, hedges & playground control33:30 – What we give up in outdoor education35:00 – Personal reflection & closing thoughtsJeremy Bentham’s PanopticonThe Book You Wish Your Parents Had Read – Philippa Perry (referenced in context)Sarah Ockwell-Smith episode on digital surveillanceTENTSILE Hammock TentsChris Holland’s Plant Guide💡 Do children need privacy to grow? Or does supervision help them feel safe?Let us know your thoughts—comment on Spotify, YouTube or email us at admin@theforestschoolpodcast.com.🎧 Find us everywhere:🎙️ Spotify: shorturl.at/4WdyI📺 YouTube: shorturl.at/3qOUs📻 Apple Podcasts: shorturl.at/FxfMF💻 RSS: shorturl.at/A0kx9#ForestSchool #OutdoorEducation #ChildhoodSurveillance #Panopticon #NatureConnection #ForestSchoolPodcast #ChildLedLearning #EducationalPhilosophy #PlayPrivacy #SlowEducation #AlternativeEducation #SafeRisk #ForestSchoolDesign🌟 Sponsors: TENTSILE & Chris Holland⏳ Episode Chapters📚 Mentioned in This Episode💬 Join the Conversation