Abstract
ABSTRACT Forest School (FS), a progressive nature-based pedagogy, is attracting increasing interest in Ireland, mirroring international trends. Given the public policy imperative towards building a more just and sustainable world towards flourishing for all, and the centrality of education in this endeavour, this paper explored how FS might contribute to enacting this policy goal in the primary school. This paper, using qualitative data from a larger ethnography of FS, focusses on how eight staff in one Irish primary school understood and experienced FS. Data, collected over 22 FS sessions during 2019–2020, comprised focus groups, staff review meetings and documentary material. Thematic analysis describes how FS promoted connection to nature through being with(in) nature, offered a distinctive space for children’s social and emotional development, utilised novel pedagogical routines and fostered a broader expression of teacher identity. FS offers possibilities towards the public policy goal of flourishing for all in our schools.
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