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Synergies of affordances and place-based relationality in Forest School practice: implications for socio-emotional well-being
Journal article   Open access   Peer reviewed

Synergies of affordances and place-based relationality in Forest School practice: implications for socio-emotional well-being

Vinathe Sharma-Brymer, Eric Brymer, Royce Willis and Matthew Leach
Frontiers in psychology, Vol.15
10/05/2024
DOI: https://doi.org/10.3389/fpsyg.2024.1352374
Appears in  Recent Faculty of Health Publications
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Published (Version of record)CC BY V4.0,  Open Access
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Abstract

affordances Forest School Indigenous place-based relationality nature-based activities socio-emotional well-being
Research shows that the human-nature relationship positively impacts human well-being. Forest School (FS) practice offers young children a structured program of nature connection through activities, aiming to enhance their self-esteem and social skills. FS is now adapted in countries such as Australia, Canada and New Zealand where a unique cultural interface occurs between European settlers and Indigenous peoples. Responding to socio-cultural diversities, geographical contexts, and the traditional ecological knowledges, FS needs to go beyond play pedagogy and incorporate theoretical perspectives that promote human-nature relationship in local context-specific environments. We argue that the synergies between Western perspectives on affordances perceived in person-environment relationship and Indigenous place-based relationality perspective provide a more suitable approach for developing reciprocal relationships between FS participants and land/place/nature. We propose that the synergies between affordances perceived in FS and place-based relationality cultivated in participants will enhance social and emotional well-being. We call for specific research investigating such synergies supporting participant well-being. Future research on FS practice should be directed toward initiating and exploring co-designed studies by Indigenous and non-Indigenous researchers incorporating methodologies that study participant experience as well as evaluating the impact of FS programs embedding affordances and place-based relationality perspectives.

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