Introduction:
Children and young people growing up in socioeconomically disadvantaged communities often face reduced access to natural spaces, limited opportunities for autonomy and fewer experiences that support psychological wellbeing and future aspirations. Forest School pedagogy offers an alternative, nature-based approach that emphasises child-led exploration, risk-taking and relational learning. Universities can play a unique role in supporting such interventions through partnership working, widening participation activity and community-engaged practice.
Purpose:
This study examined how a university-school Forest School partnership contributed to psychological wellbeing, belonging and future aspirations among primary-aged children and university students. The project also explored how nature-based and arts-based activities align with Sustainable Development Goals relating to health, quality education and climate action.
Method:
A mixed-methods design integrated quantitative wellbeing measures with qualitative data from observations, reflective journals, focus groups and arts-based artefacts. Participants included children aged 7-11 from areas of high deprivation (N = 124) and university students enrolled in education, psychology and community programmes (n = 42). The 12-week intervention combined Forest School sessions with creative activities such as sculpture, storytelling and environmental art co-designed with local cultural partners. Data were analysed using paired-sample statistical testing and thematic analysis.
Results:
Children demonstrated improvements in emotional regulation and reductions in perceived stress. Qualitative themes indicated that sensory engagement, supported risk-taking and collaborative problem-solving fostered confidence, self-efficacy and a sense of belonging. University students reported enhanced wellbeing, strengthened professional identity and increased commitment to sustainability and community engagement. Across groups, participants described nature as a regulating, connective and future-orientated space that supported reflection and aspiration-building.
Conclusions:
Findings demonstrate that university-school Forest School partnerships can contribute meaningfully to wellbeing, educational engagement and sustainability awareness. The study highlights the value of transdisciplinary, nature-based approaches within applied psychology and illustrates how collaborative outdoor practices can advance SDGs 3, 4 and 13 through local action with global relevance.