Parents’ Perceptions of UK Forest School: Descriptive and Evaluative Aspects

Alexios  Arvanitis; Anna K. Touloumakos; Alexia Barrable

doi:10.3390/f13081314

Parents’ Perceptions of UK Forest School: Descriptive and Evaluative Aspects

Alexios Arvanitis
, Anna K. Touloumakos
, Alexia Barrable (Lead / Corresponding author)

Education and Society

Research output: Contribution to journal › Article › peer-review

5 Citations (Scopus)

274 Downloads (Pure)

Abstract

Parental support for children’s Forest School (FS) education is likely connected to the parents’ own views about FS. We investigated parents’ perceptions of FS by performing a qualitative study on parents’ views, as expressed in an online forum for parents (Mumsnet). Findings were grouped into two main categories, descriptive (what FS is) and evaluative (FS is good or bad). Thematic analysis revealed five dimensions of evaluation: skills and knowledge, nature connectedness and physical/mental health, structure, inclusivity and enjoyment. Along these dimensions we uncovered tensions between opposing views. We also identified two strategies for dealing with these tensions, dismissal and balance. This is the first study that identifies dimensions of evaluation for FS and potential parent satisfaction. The implications are discussed.

Original language	English
Article number	1314
Number of pages	11
Journal	Forests
Volume	13
Issue number	8
DOIs	https://doi.org/10.3390/f13081314
Publication status	Published - 17 Aug 2022

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 3 Good Health and Well-being

Keywords

forest school
parental support
parental involvement
parental satisfaction

ASJC Scopus subject areas

Forestry

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10.3390/f13081314Licence: CC BY

Final Published VersionFinal published version, 717 KBLicence: CC BY

Cite this

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AU - Touloumakos, Anna K.

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Parents’ Perceptions of UK Forest School: Descriptive and Evaluative Aspects

Abstract

UN SDGs

Keywords

ASJC Scopus subject areas

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