This research provides empirical evidence that, for preschoolers, learning in an outdoor environment can be just as effective in promoting academic and social-emotional goals as learning in a more traditional environment.

Source: https://eric.ed.gov/?id=EJ1225659

This literature review supports the view that spending time in nature is an important childhood experience that promotes their healthy development, well-being and positive attitudes towards the natural world, especially child-led outdoor play.

Source: https://research.childrenandnature.org/research/playful-styles-of-nature-engagement-yield-multiple-benefits-for-children-2/

The divergence and freedoms inherent in Forest School may contribute to the well-being of participants.

Source: https://link.springer.com/article/10.1007/s42322-017-0005-2

This research shows how natural, outdoor environments can provide children with a wide range of learning opportunities. It also supports the use of alternative learning spaces, such as forest environments, to promote children’s literacy learning and development.

Source: https://onlinelibrary.wiley.com/doi/abs/10.1111/lit.12155

Study breaks in green spaces improved well-being and cognitive performance of adolescents.

Source: https://www.mdpi.com/1660-4601/15/6/1205

Nature play positively impacts children’s health and development, particularly in the areas of physical activity and cognitive development.

Source: https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0229006