This absorbing book is a well-researched and substantial account of Forest Schools and their recent rise in popularity both in the UK and abroad. As this robust work informs us, these schools are characterised by child-centred learning based on outdoor programmes purportedly originating in Denmark.
Yet, it is apparent that the concept draws on much earlier influences, even though the book does not give justice to the contributions that other theorists such as John Dewey and Friedrich Froebel have made to these ideas, and who, with their particular brand of education, were on the scene, textbook in hand, long before.
But it would be wrong to diminish the impact of Forest Schools, as Brundrett et al. highlight.
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