Friedman, SamanthaBarrable, Alexia2025-10-062025-08-08Friedman, S. and Barrable, A. (2025) “Forest School in the early years,” in Families, Pre-School Sport, and Physical Activity. Routledge.9781003483397https://eresearch.qmu.ac.uk/handle/20.500.12289/14431Item is not available in this repository.Alexia Barrable - ORCID: 0000-0002-5352-8330 https://orcid.org/0000-0002-5352-8330Recent years have seen a rise in the popularity of Forest Schools as both a complement and alternative to traditional schooling and an activity for children as young as several months old. Participation in Forest School has been associated with positive outcomes, including educational, social, and physical development. More recent research suggests that Forest Schools could also be an empowering space for autistic children. Questions persist around how practitioners and researchers define and implement Forest School, the theoretical basis (or lack thereof), and the implications of adopting this practice from another culture. This chapter will critically discuss the various approaches practitioners take to adopting the Forest School ethos, the elements of Forest School which might make it effective for providing pre-school children novel opportunities for autonomy, and the larger questions that remain as Forest School continues to become a more accessible option for young children.enBook chapter