Abstract
This field report describes how a forest classroom was implemented for elementary-aged students during the COVID-19 pandemic. The aim was to provide students with an opportunity to connect with nature, engage with diverse nature-based learning experiences, and participate in arts-integrated subjects utilizing outdoor spaces adjacent to the school. In addition to describing how this play initiative was developed and implemented, children's perspectives are provided on the academic and socio-emotional outcomes associated with the forest classroom. Recommendations for research and practice are shared, suggesting clear future directions for advancing this work.
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