Forest School Practitioner

Forest School practitioners design, plan, and deliver regular, sustained outdoor learning programmes in natural environments — woodland, meadows, beaches, or other nature-rich spaces. Using the Forest School ethos of child-led learning, risk-benefit assessment, and nature connection, you facilitate activities including fire lighting, shelter building, tool use (whittling, mallets, hand saws), foraging, wildlife identification, den building, and creative nature art. Sessions are typically run for the same group in the same space over multiple weeks or terms, building a sustained relationship between children and the natural environment.

Forest School practitioners work with early years settings, primary schools, SEND schools (where Forest School has strong evidence for wellbeing and engagement outcomes), community mental health programmes, and youth work organisations. You maintain detailed risk assessments for each activity and site, carry out dynamic risk assessment during sessions, hold a recognised first aid qualification (including paediatric first aid for those working with children), and maintain safeguarding DBS clearance. The Forest School Association (FSA) is the UK professional body and accredits Level 3 Forest School Leader training programmes delivered by approved providers across the country.

Interest in Forest School and nature-based learning has grown substantially across the UK, driven by evidence on the benefits of outdoor play and nature connection for children's mental health, physical development, and learning engagement. Schools, nurseries, and SEND settings are increasingly commissioning Forest School provision either through employed practitioners or freelance providers. The combination of outdoor skills, educational knowledge, and therapeutic understanding required cannot be replicated digitally.

The FSA Level 3 qualification creates a recognised and transferable professional standard. Self-employment is common — many Forest School practitioners deliver contracted sessions for multiple schools, nurseries, and community organisations, building a portfolio of clients. The role is particularly resilient in areas with accessible green space and well-resourced school and community budgets.

Arrive at the woodland site 45 minutes before the Year 2 class, set up the fire circle, tool station, and shelter-building area, complete final risk assessment checks and lay out materials. Group arrives: start with a sensory check-in circle. Children self-select activities — some work on fire (flint and steel with close supervision), others build a den, a small group engage in a malleting and carving activity. Observe, facilitate, and selectively intervene to extend learning. Close-down circle and reflection. Debrief session notes. Travel to a second afternoon session with a SEND school group, adapting activities for sensory and communication needs.