Outdoor Learning Part 7: Forest Nature School Barriers

This multi-part series of blog posts on Outdoor Learning has been adapted from a Final Academic Paper for one of my Early Childhood Development courses at the University of Winnipeg.

Funding and Regulation: Despite countless benefits to children’s wellbeing and development, many FNS struggle to get established. Funding and regulatory issues are an ongoing barrier. Often, outdoor learning does not receive the same funding as indoor classrooms using a standard curriculum. Further, regulatory requirements are standardized for indoor learning environments, meaning regulatory bodies are unsure how to provide licenses to FNS even if they want to. Most nature-based programs operate privately to avoid licensing barriers.

Educator Training: Another barrier is educator training. FNS operate successfully because:

“Skilled outdoor practitioners designed the project with wellbeing and self-regulation in mind and were able to support the children’s experiences through positive relationships” (McCree et al., 2018).

FNS educators are skilled in a number of areas including outdoor education, emergent pedagogies and risk-management. Researchers also observed that “many outdoor educators focused on environmental learning are intimately familiar with the context and place in which [they] work and are therefore able to recognize and maximize the educational potential of a learning moment when they arise” (p. 352). Training educators, and finding trained educators to support programs can be challenging for many FNS. 

Administration and Leadership: Leadership and parental attitudes about nature-based learning can be another barrier. “Despite the level of interest and support in Canada currently for Forest and Nature School, misinformed fears of liability and fears of injury from parents, administrators, educators and the general public” can impact implementation (Boileau & Dabaja, p. 236). For nature-based learning to be successful, leadership and administration must be prepared to support educators and answer parental concerns related to risk management plans and assessments. Implementing nature-based programs often requires a full cultural shift. 

Facilities: Other barriers that nature-based programs experience include access to a FNS site, bathroom facilities, and storage. Weather can also be a concern as it takes time and practice for families to learn what type of clothing is required for prolonged exposure to varying temperature, seasonal or other outdoor conditions. In one study, participants emphasized their desire to overcome barriers and challenges through “adapting the program structure and operations to meet expectations, building partnerships, determination, and public education about Forest School” (Boileau & Dabaja, p. 233).

In spite of these barriers, FNS persist because they believe in the importance of outdoor learning and its positive impact on the children in their programs. Finding ways to build more FNS and support children's wellbeing through outdoor learning is well worth the time and energy it takes to overcome hurdles and problem-solve through barriers. Even amidst limited resources, educators work daily to promote outdoor learning and support holistic early childhood development. Thank you for joining us in this effort!

Sources:

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Blenkinsop, S. et al. (2016). A surprising discovery: five pedagogical skills outdoor and experiential educators might offer more mainstream educators in this time of change, Journal of Adventure Education and Outdoor Learning, 16(4), 346-358. https://doi.org/10.1080/14729679.2016.1163272. 

Boileau, E. & Dabaja, Z. (July 2020). Forest School practice in Canada: a survey study, Journal of Outdoor and Environmental Education, 23, 225-240. https://doi.org/10.1007/s42322-020-00057-4. 

Bowra, A. et al. (2020). Indigenous learning on Turtle Island: A review of the literature on land-based learning, The Canadian Geographer, 65(2), 132-140. https://doi.org/10.1111/cag.12659. 

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Forest School Canada. (June, 2014). Forest and Nature School in Canada: A Head, Heart, Hands Approach to Outdoor Learning. https://assets.ctfassets.net/e09p19lzfrfe/5RyDjPIySeoIFEJIpdzrdQ/c5933ef778e930792a3e80792d841457/FSC-Guide_web.pdf. 

Harris, F. (August, 2025). Journeys through forest school: a model for understanding diverse educational experiences of children, Environmental Education Research. https://doi.org/10.1080/13504622.2025.2529544. 

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McCree, M. et al. (2018). The Hare and the Tortoise go to Forest School: taking the scenic route to academic attainment via emotional wellbeing outdoors, Early Child Development and Care, 188(7), 980-996. https://doi.org/10.1080/03004430.2018.1446430. 

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Parsons, K.J. & Traunter, J. (2020). Muddy knees and muddy needs: parents perceptions of outdoor learning, Children’s Geographies, 18(6), 699-711, https://doi.org/10.1080/14733285.2019.1694637. 

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