In our new international study, International Perspectives on Incorporating Climate Change into Forest School Training Programs, we explore how Forest School trainers from 14 countries view the integration of climate change into their training courses, and why this issue remains complex and sometimes contested.
Based on interviews with 36 FS trainers and an analysis of training program documents, the findings reveal a clear tension. While nearly all trainers recognize climate change as a serious global challenge, only 16 actively support including it in their training programs. Others express hesitation, pointing to concerns about politicization, climate anxiety, developmental appropriateness for young children, limited course time, and a lack of pedagogical guidance.
The study also uncovers significant potential. Trainers who do address climate change tend to do so through core Forest School practices: eco-storytelling, role-play, observing seasonal and ecological changes, project-based inquiry, and collaboration with local forest services. Rather than focusing on fear, these approaches emphasize resilience, agency, and constructive hope.
Both supporters and opponents agree on a shared foundation: nurturing a deep connection to nature and encouraging sustainable behavior are central to Forest School philosophy. The debate, therefore, is not about whether climate issues matter, but about how explicitly they should be addressed within training. The study offers practical pathways for integrating climate education into Forest School training while remaining faithful to its child-led, experiential ethos,and highlights the need for stronger policy support and professional development to empower trainers in this evolving field.