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b'If you\\u2019ve been following the show for a while now, you\\u2019ll know that my daughter and I LOVE to spend time outside. I looked at the research on the https://yourparentingmojo.com/outdoor/ (benefits of outdoor play for young children), and in my https://yourparentingmojo.com/wildchild/ (interview with Dr. Scott Sampson on his book How to Raise a Wild Child), so I am already convinced of its benefits for young children.\\nSo doesn\\u2019t it go without saying that these benefits will continue for older children, and that if we allowed school-aged children to spend more time outside then all kinds of improved learning outcomes would follow?\\nWhen I started digging into the research I was shocked by what I found. Studies employing poor-quality methodology abound. I\\u2019m not sure a control group exists in the whole lot of them. And \\u201cresults\\u201d are measured in terms of how much students like the program, or how much their self-esteem has improved (as subjectively measured by a teacher\\u2019s evaluation).\\nOne of the best papers I found on the topic was written by Dr. Mark Leather \\u2013 it acknowledges the potential benefits of forest schools while removing the rose-tinted glasses to clearly see the limitations of the research base on this topic as well. So invited Dr. Leather onto the show to explore what are forest schools, what may be their benefits, and whether he would send his child to one\\u2026\\n\\nReferences\\nAasen, W., Torunn, L., and Waters, J. (2009). The outdoor environment as a site for children\\u2019s participation, meaning-making and democratic learning: Examples from Norwegian kindergartens. Education 71(1), 5-13.\\nCumming, F., and Nash, M. (2015). An Australian perspective of forest school: Shaping a sense of place to support learning. Journal of Adventure Education and Outdoor Learning 15J(4), 296-309.\\nMacEachren, Z. (2018). First Nation pedagogical emphasis on imitation and making the stuff of life: Canadian lessons for indigenizing Forest Schools. Journal of Outdoor and Environmental Education 21, 89-102.\\nMaciver, T. (2011) Developing practice and delivering a Forest School programme for children identified as gifted and talented. In S. Knight (Ed.)., Forest School for all (pp.41-53). Los Angeles, CA: Sage.\\nMorgan, A. (2018). Culturing the fruits of the forest: Realizing the multifunctional potential of space and place in the context of woodland and/or Forest Schools. Journal of Outdoor and Environmental Education 21, 117-130.\\nMurray, R., and O\\u2019Brien, L. (2005, October). \\u2018Such enthusiasm \\u2013 A joy to see\\u2019: An evaluation of Forest School in England. Forest Research and NEF. Retrieved from: https://www.forestresearch.gov.uk/documents/1418/ForestSchoolEnglandReport.pdf\\nMurray, R. (2003, November). A Forest School evaluation project: A study in Wales. NEF. Retrieved from: https://www.forestresearch.gov.uk/research/forest-schools-impact-on-young-children-in-england-and-wales/education-and-learning-evaluation-of-forest-schools-phase-1-wales/ (https://www.forestresearch.gov.uk/research/forest-schools-impact-on-young-children-in-england-and-wales/education-and-learning-evaluation-of-forest-schools-phase-1-wales/)\\nO\\u2019Brien, L., and Murray, R. (2006). \\u201cA marvelous opportunity for children to learn\\u201d: A participatory evaluation of Forest School in England and Wales. Forestry Commission England and Forest Research. Retrieved from: http://www.outdoorrecreationni.com/publication/benefits-of-outdoor-recreation/social-development-learning-2/a-marvellous-opportunity-for-children-to-learn-obrien-murray-2006/ (http://www.outdoorrecreationni.com/publication/benefits-of-outdoor-recreation/social-development-learning-2/a-marvellous-opportunity-for-children-to-learn-obrien-murray-2006/)\\nSharmaa-Brymer, V., Brymer, E., Gray, T., and Davids, K. (2018).'