In this warm and wonderfully meandering episode of The Forest School Podcast, Lewis and Wem dive into The Joys and Shapes of Autistic Play by Max Alexander. Nestled among tangents about shouting sparrowhawks, jewel-encrusted slugs, and beloved sticks, they explore how Max's taxonomy of autistic play shapes offers both validation and practical insights for outdoor educators. Together, they unpack play types like pancake stacking, relational mapping, and object harmonising, and reflect on how this lens supports more inclusive, curious, and non-judgemental practice. The conversation touches on inner worlds, the limits of Bob Hughes’ taxonomy, and the value of reframing behaviours through a neurodivergent-affirming perspective. With humour, honesty, and deep respect for Max’s work, this episode is a love letter to the strange, sincere, and silly world of play.

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⏱ Chapter Timings
00:00 – Shouting sparrowhawks and reptilian parent brains
03:30 – Jeweled slugs and ceramic plant pot friends
04:07 – Introducing The Joys and Shapes of Autistic Play by Max Alexander
06:03 – Why it’s accessible, shareable, and belongs in your backpack
06:58 – What the book is: eight play shapes and how to support them
08:29 – Play shapes vs. play types: where Bob Hughes meets inner worlds
10:44 – What counts as valid play, and what we sometimes dismiss
15:14 – Pancake stacking, poisoned cakes, and joyful repetition
22:30 – Relational mapping and understanding bodies as play resources
32:21 – Voice as a sensory toy and reframing 'disruptive' behaviours
40:31 – Object harmonising, companionship with sticks, and the story of a ruby-red brake light
52:27 – Nesting as a verb, den conflicts, and design implications for Forest School spaces
58:12 – Sincerity + silliness = play; where this book belongs in your CPD journey

🌲 Keywords
Autistic play, Max Alexander, play shapes, Bob Hughes, Forest School, inclusive practice, neurodivergent affirmation, relational mapping, object harmonising, nesting, voice as a sensory toy, pancake stacking, playwork, non-judgemental education, play taxonomies, play diaries, observation

🔖 Hashtags
#ForestSchool #AutisticPlay #PlayShapes #InclusiveEducation #NeurodivergentAffirming #Playwork #ObjectHarmonising #VoiceAsSensoryToy #PancakeStacking #ForestSchoolPodcast #NatureBasedLearning #ChildLedPlay #OutdoorEducation #RelationalMapping #ReflectivePractice

🌐 More Episodes & Support
Listen to more and access resources at ⁠www.theforestschoolpodcast.com⁠
Support the show and join our community at ⁠www.patreon.com/theforestschoolpodcast⁠
For questions, feedback, or collaboration: ⁠[email protected]

In this deep-dive episode of The Forest School Podcast, Lewis and Wem are joined by Dr Jo Hume to explore the rich and expanding world of Forest School research. Starting with nettle seeds and caffeine journeys, the conversation quickly flows into Jo’s unique academic path—from early years teaching to leading-edge post-humanist research. Together, they unpack how Forest School practice can be explored through alternative lenses: from non-linear time and place memory to intra-action, post-humanism, and the oft-missed agency of trees, mud, and materials. Dr Hume shares her ‘three Fs of Forest School,’ talks about embodied research methods (including her embroidered GPS maps), and challenges listeners to think beyond human-centred perspectives. Whether you are an outdoor educator, curious academic, or passionate practitioner, this episode will expand your understanding of what makes Forest School profoundly different from other outdoor experiences—and why it truly stays with us even after we leave the woods.

https://www.northumbria.ac.uk/about-us/our-staff/h/joanna-hume/

⏱ Chapter Timings:
00:00 – Nettle seeds, caffeine experiments, and energising toddler groups
02:10 – Introducing Dr Jo Hume: early years teaching to academic research
07:30 – Weekly woodland trips and the ripple effects on child independence
13:45 – Bringing Forest School to teacher training: possibilities and limitations
19:00 – The ‘three Fs of Forest School’: frequency, familiarity, freedom
24:15 – Forest School as an alternative life-thread: time, memory, and identity
33:35 – Understanding post-humanism and intra-action in outdoor learning
41:15 – Animism, tree relationships, and de-centring the human perspective
50:00 – Creative research methods: embroidered maps and sensory entanglement
58:30 – The future of Forest School research and Dr Hume’s upcoming book

🌲 Keywords: Forest School research, post-humanism, intra-action, place memory, three Fs of Forest School, non-linear time, animism, alternative pedagogies, early years education, embodied research methods, intra-relationship, reflective outdoor practice, Forest School academia, Jo Hume, teacher training and Forest School, post-humanist education

🔖 Hashtags:
#ForestSchool #OutdoorLearning #ForestSchoolPodcast #PostHumanism #IntraAction #ForestSchoolResearch #EarlyYears #ReflectivePractice #NaturePedagogy #ForestSchoolTraining #ChildLedLearning #AnimismInEducation #TeacherTraining #AlternativeEducation #CreativeResearch

🌐 More Episodes & Support:
Listen to more and access resources at ⁠www.theforestschoolpodcast.com⁠
Support the show and join our community at ⁠www.patreon.com/theforestschoolpodcast⁠
For questions, feedback, or collaboration: ⁠[email protected]

In this deep and meandering episode of The Forest School Podcast, Lewis, Wem, and storyteller Danny English explore the layered meanings behind the phrase “Leave No Trace.” What begins as a discussion on outdoor ethics soon becomes a rich meditation on ecological grief, language, pedagogy, woodland relationships, and what it means to belong to a place. Together, they question the cultural norms of tidying up, consider the impact of den-building, and reflect on how story can shift behaviour more meaningfully than rules. Danny shares his roots in experiential education, the story behind his book Tales of the Timeless Forest, and how he works through conflict using narrative. From philosophical musings on deadwood and dominance, to practical provocations for forest school practice, this conversation offers no easy answers—but plenty of fertile ground for reflection.

⏱ Chapter Timings:
04:00 – Danny’s story: from Ramsbottom to experiential education in the US
08:10 – Bridging the gap between outdoor and mainstream education
10:42 – “Using nature” vs “being with nature” – why language matters
15:48 – The origins of Leave No Trace and its cultural framing
19:31 – Dens, deadwood, and how much trace is too much?
25:25 – Woodland management dilemmas and practitioner responsibility
32:16 – Story as a tool for navigating complex moments with children
38:22 – Emotional reactions to monolith beech trees – trace, grief, and care
47:33 – Is ‘permissive ecology’ a useful metaphor for outdoor practice?
53:04 – Post-humanism, story-sharing, and the joy of seasonal tales

🌲 Keywords:
Forest School ethics, leave no trace, outdoor education dilemmas, woodland management, ecological grief, forest school culture, language in practice, experiential education, deadwood ecology, storytelling for behaviour, deep ecology, gentle pedagogy, posthumanism, tree monoliths, forest school reflection

🔖 Hashtags:
#ForestSchool #OutdoorEducation #LeaveNoTrace #DeepEcology #NatureConnection #ForestSchoolPodcast #WoodlandManagement #ChildLedLearning #StorytellingInNature #ReflectivePractice #EcologicalGrief #ForestSchoolCommunity #NaturePedagogy #PostHumanism

🌐 More Episodes & Support:
Listen to more and access resources at ⁠www.theforestschoolpodcast.com⁠
Support the show and join our community at ⁠www.patreon.com/theforestschoolpodcast⁠
For questions, feedback, or collaboration: ⁠[email protected]

In this richly reflective and gently irreverent episode of The Forest School Podcast, Lewis and Wem are joined once again by artist and activist Ruth Webb of The Lost Giants. From slug cohabitation to giant curlews, this episode weaves together humour, art, neurodivergence, community ritual, and the slippery intersections between protest and play. Together, the trio explore how masks and costumes can invite unmasking, how children become wild elements in the woods, and how activism might flourish through joy rather than solemnity. They also dive into the role of “fooling,” go-betweens, and teasers in processions, and examine how these ancient roles can create safety, connection, and transformation. As they near the end, a moving conversation about hopelessness, beauty, and finding meaning in collective creation becomes a quiet ritual of its own.

⏱ Chapter Timings:
00:00 – Slugs, pets, and cross-species adoption
01:41 – Giants, Ghost Woods, and the mysterious new slug beast
06:00 – Masking, unmasking, and slipping into forest school skins
09:25 – Becoming more-than-human through imaginative embodiment
13:15 – How communities prepare to meet a giant
15:05 – Dancers, go-betweens, and the art of fooling
22:00 – Activism, humour, and the risks of misreading the tone
26:21 – Protest, presence, and the potential of artistic action
32:35 – Giant curlews, media coverage, and public perception
36:49 – Community, celebration, and the quiet resistance of joy

🌲 Keywords: Forest School activism, masking and unmasking, fooling, teasers, Lost Giants, protest art, creative resistance, neurodivergence, child-led play, giant puppets, ritual and joy, community connection, visual storytelling, wild embodiment, playful protest

🔖 Hashtags:
#ForestSchool #OutdoorEducation #ProtestArt #CreativeActivism #LostGiants #ChildLedLearning #RitualAndPlay #NatureConnection #MoreThanHuman #ForestSchoolPodcast #CommunityCreativity #WildEmbodiment #Fooling #GiantPuppets #HopeThroughArt

🌐 More Episodes & Support:
Listen to more and access resources at ⁠www.theforestschoolpodcast.com⁠
Support the show and join our community at ⁠www.patreon.com/theforestschoolpodcast⁠
For questions, feedback, or collaboration: ⁠[email protected]

In this joyful and wide-ranging episode of The Forest School Podcast, Lewis and Wem sit down with artist, activist and Forest School leader Ruth Webb. Known for her giant puppets, folk beasts and street processions, Ruth shares the rich history and creative power of giant-making in the UK. The conversation explores how these large-scale creations connect communities, invite activism, and spark playful engagement with the land. Ruth explains the cultural roots of British giants, the story behind Dartmoor’s legendary Crocken, and the making of the Rewilderbeest – a plant-loving folk beast built from local, foraged materials. Together they unpack the role of masks, puppets, and participation in outdoor education, activism and folklore. From the politics of taking up space in the streets to the logistics of giant storage, this episode will leave you inspired to dream big, build bigger, and involve your whole community in the creative process.

⏱ Chapter Timings:
00:00 – Hot BluTAC debates and meeting Ruth
01:10 – Ruth’s journey: theatre, activism, Forest School and giant-making
03:45 – The folk history of British giants and their political roots
06:30 – Symbolism, community presence, and reclaiming public space
11:10 – Introducing the Rewilderbeest: folk traditions, materials and land connection
16:20 – Playful plant identification with the Rewilderbeest and engaging children
21:40 – Masks, puppets and why words matter: breaking the third wall in folk performance
29:45 – Crocken: Dartmoor legend, Right to Roam activism, and building community identity
36:15 – Tips for community builds: low-skill entry points and meaningful materials
41:10 – Storage solutions and keeping giants alive across the years

🌲 Keywords: Forest School arts, community processions, British folk traditions, giant making, Dartmoor folklore, environmental activism, Rewilderbeest, Crocken, Right to Roam, outdoor theatre, creative community projects, folk puppetry, participatory art, mask-making, land connection, Forest School storytelling, outdoor education arts, child-led creativity

🔖 Hashtags:
#ForestSchool #OutdoorEducation #CommunityArt #GiantMaking #FolkTraditions #EnvironmentalActivism #ForestSchoolPodcast #Rewilderbeest #DartmoorGiants #RightToRoam #ChildLedLearning #OutdoorTheatre #ProcessionalArt #ForestSchoolCreativity #StorytellingInNature

🌐 More Episodes & Support:
Listen to more and access resources at www.theforestschoolpodcast.com
Support the show and join our community at www.patreon.com/theforestschoolpodcast
For questions, feedback, or collaboration: [email protected]

In this lively and tangential episode of The Forest School Podcast, Lewis and Gemma reflect on an evening spent seeing Robin Ince speak about neurodivergence, ADHD, and the importance of passion. From rogue pygmy shrews to ultraviolet birds and eccentric geniuses, the conversation weaves in and out of the evening’s takeaways, unravelling what it means to be unashamedly interested in the world. They explore the power of identity through diagnosis, why tangents are a feature not a bug, and how environments can welcome authenticity. The episode also touches on hierarchical values in outdoor spaces, the performative pressure of being “an expert,” and why imperfect passion beats polished performance. If you’ve ever loved something deeply and been told to tone it down—this one’s for you.

🌿 Sponsor Shout-Out:
This episode is sponsored by TENTSILE, the original tree tent. Get 10% off any order with the code ForestChildren10 at www.tentsile.com

We’re also proudly supported by Chris Holland, author of A Kaleidoscope of Plants. Get 10% off his beautiful 54-page guide when you use code ForestSchoolPodcast at this link: https://chrisholland.myshopify.com/?ref=ForestSchoolPodcast

⏱ Chapter Timings:
00:00 – Pygmy shrew panic and under-the-table guests
01:47 – Shrews taste bad: prey, predators, and side quests
03:20 – Ultraviolet vision and birds seeing wee trails
05:08 – “Like birds do”: comedy stories and water spitting
06:22 – Reflections on Robin Ince’s talk and ADHD diagnosis
08:01 – Two sides of the coin: forgetfulness and brilliance
09:45 – The beauty of subjective, honest storytelling
12:54 – Vulnerability, unmasking, and joy without shame
15:01 – Hierarchies of value: washing up vs wonder
21:26 – The transactional myth of brilliance and acceptance

🌲 Keywords: ADHD, neurodivergence, Robin Ince, authentic passion, Forest School values, child-led learning, identity through diagnosis, intersectionality, nature-based education, humour in education, embracing tangents, pedagogy and personality, outdoor learning philosophy, invisible struggles, joy and vulnerability

🔖 Hashtags:
#ForestSchool #Neurodivergence #AuthenticLearning #OutdoorEducation #ChildLedLearning #RobinInce #Neurodiversity #Unmasking #JoyInLearning #ImperfectPassion #EducationWithoutJudgement #ForestSchoolPodcast #InclusiveEducation #NatureBasedLearning

🌐 More Episodes & Support:
Listen to more and access resources at ⁠www.theforestschoolpodcast.com**⁠
Support the show and join our community at ⁠www.patreon.com/theforestschoolpodcast**⁠
For questions, feedback, or collaboration: ⁠[email protected]

In this jam-packed episode of The Forest School Podcast, Lewis and Wem are joined by ecologist Tilly Tilbrook to unpack the truth behind the controversial Planning and Infrastructure Bill and its implications for UK wildlife. Tilly brings decades of ecological fieldwork, policy experience, and field stories—from dormice in torpor to Pringles-tube water voles—to help listeners understand what’s really happening on the ground. The episode explores what ‘protected species’ legally means, how ecology impacts (or doesn’t) the planning process, and the ripple effects of changes to legislation. With clarity, humour, and urgency, Tilly shares why conservation matters, how Forest School leaders can connect children to real local data, and why the narrative around bats, tunnels, and housebuilding needs serious rethinking. A vital listen for anyone who works outdoors, loves wildlife, or wants to understand the deeper systems shaping our landscapes.

🎧 Chapter Timings:
00:00 – Dormice, water voles, and squirrel heists: Tilly's journey into ecology
03:39 – Favourite animal encounters and what ecologists actually do on-site
10:03 – What species are protected in the UK—and how?
14:18 – Legal definitions of protection, licenses, and enforcement challenges
21:40 – Have protections worked? Otters, pesticides, mink, and water voles
30:48 – The “bat tunnel” myth and scapegoating conservation
35:57 – What the Planning and Infrastructure Bill really proposes
38:08 – Mitigation hierarchy vs “cash to trash”: skipping straight to offsetting
43:46 – Campaigns, lobbying, and the hope for changes in the House of Lords
46:41 – What Forest Schools can do to support local habitats
49:37 – Bug hotels, dead hedges, and the truth about “eco” gardening gear

🌲 Keywords: Planning and Infrastructure Bill, protected species, UK wildlife law, ecologist role, Forest School habitats, biodiversity, environmental justice, mitigation hierarchy, nature connection, citizen science, conservation careers, water voles, dormice, bats, squirrels, offsetting, habitat creation, bug hotels, environmental education

🔖 Hashtags:
#ForestSchool #OutdoorEducation #EcologyExplained #WildlifeProtection #NatureConservation #PlanningBill #EnvironmentalJustice #ChildLedLearning #HabitatCreation #BugHotelTruth #NatureRecovery #UKWildlife #ForestSchoolPodcast #BatsNotScapegoats #ScruffyGardens

🌐 More Episodes & Support:
Listen to more and access resources at www.theforestschoolpodcast.com
Support the show and join our community at www.patreon.com/theforestschoolpodcast
For questions, feedback, or collaboration: [email protected]

In this joyful, wide-ranging episode of The Forest School Podcast, Lewis and Wem reunite to reflect on everything from folk rituals and land access to academic shifts and experimental puppetry. They share stories of Devon’s eccentric festivals, the power of whimsy, and the Supreme Court decision that restored the right to wild camp on Dartmoor. The conversation weaves through giant puppets, PhD plans, hosting badges, and the realities of holding space for community ritual while honouring individual autonomy. Lewis also discusses wearing a utility kilt in the woods—what inspired it, how it’s been received, and why it’s become more than just a fashion choice. Packed with laughter, cultural insight, and reflections on change, this episode is a celebration of curiosity, connection, and embracing the unpredictable.

🎧 Chapter Timings:
00:00 – Podcast returns: chaotic intros and nostalgic deep dives
04:00 – Wem’s big news: starting a PhD in play at Forest School
07:17 – Filling your cup: Lewis’ folk festival field trips
08:57 – The Hunting of the Earl of Rhone and Devon’s wild traditions
16:17 – Dartmoor rights: camping bans, community resistance, and the Supreme Court win
26:05 – Giant puppets, rituals, and planning a white stag procession
29:44 – Autonomy vs community: can you co-create and still be child-led?
36:14 – Lewis’ kilt experiment: climate, agency, and unexpected advocacy
43:54 – The hostess badge, patching crotches, and forest fashion
48:00 – Books on the horizon and the future of the podcast

🌲 Keywords: Dartmoor right to roam, Forest School podcast, folk traditions, Hunting the Earl of Rhone, giant puppets, child-led learning, community ritual, autonomy in education, whimsy and play, PhD research in play, forest fashion, utility kilt, patching clothes, woodland learning

🔖 Hashtags:
#ForestSchool #OutdoorEducation #RightToRoam #Dartmoor #ChildLedLearning #WhimsyMatters #CommunityRitual #ForestSchoolPodcast #GiantPuppets #PlayBasedLearning #LandAccess #NatureBasedEducation #FolkTraditions #EducationalAutonomy #UtilityKilt

🌐 More Episodes & Support:
Listen to more and access resources at ⁠www.theforestschoolpodcast.com⁠
Support the show and join our community at ⁠www.patreon.com/theforestschoolpodcast⁠
For questions, feedback, or collaboration: ⁠[email protected]⁠

In this episode, Lewis and Wem dig deep into the concept of consistency—a term often upheld as sacred in education and parenting, but is it all it’s cracked up to be?

They explore the tension between consistency of routine vs consistency of relationship, how being overly consistent can lead to masking (for both adults and children), and why the pressure to deliver the same experience every time is unrealistic—and possibly unhelpful.

From donkeys at the sanctuary to dopamine in disrupted routines, this is a wide-ranging, honest conversation about autonomy, vulnerability, and the stories we tell ourselves about being “good” educators.

Whether you’re new to Forest School or 10 years in, this one might just shift how you think about planning, presence, and being truly learner-centred.

🧭 Topics Covered:

• Consistency of output vs consistency of intention

• How routine can become oppressive

• The moral undertones of “being consistent”

• Attachment, co-regulation & modelling emotional honesty

• Why inconsistency can be a gift

• Cultural pressures to be habit-forming machines

• How we frame expectations for ourselves and our learners

• Soft skills, autonomy, and agency in outdoor education

• Real talk about what consistency demands in unpaid labour

🔗 Listen Here:
🌲 Spotify → Forest School Podcast on Spotify
🍏 Apple → Forest School Podcast on Apple
🌐 Web → www.forestschoolpodcast.com
📺 YouTube → Watch the episode on YouTube

📬 Get In Touch:
💬 Instagram: @forestschoolpodcast
📧 Email: [email protected]

📌 Tags & Keywords:
#forestschool #outdooreducation #childledlearning #consistencyvsintention #processoverproduct #relationshipfirst #softskills #emotionalintelligence #naturebasedlearning #educationphilosophy #forestschoolleaders #neurodiversityaffirming #coachingnotcompliance #autonomyineducation #honestteaching #vulnerabilityineducation

In this episode, Lewis and Wem are joined by Justine from Curious and Kind Nature Play in Florida. The conversation began when all three spoke at a webinar hosted by Peter Gray and quickly turned into a shared curiosity around the tensions of tidying up in play-based education.

This is not a how-to guide. It is a rich exploration of roles, expectations, neurodivergence, community care, and the invisible moral weight we place on children when it comes to cleaning up. Whether you model tidying, mandate it, ignore it entirely, or wrestle with it daily, this episode invites you to reflect deeply on what your approach communicates about power, responsibility, and play.

🟩 Chapter timings

00:00 Welcome and pizza oven distractions

01:00 How Lewis and Justine connected

02:00 Justine introduces Curious and Kind Nature Play

05:00 Florida’s funding for home educators

06:30 Structures that support flexibility and autonomy

10:00 Opening the conversation on tidying

12:00 Justine’s approach to winding down and cleaning up

14:00 Community care and shared spaces

16:00 When tidying up becomes adult-directed

20:00 Individualism and shared responsibility

22:00 Executive function and play endings

25:00 Shifting roles as facilitators

27:00 Play residue and resource placement

30:00 Who defines tidy

33:00 Visual cues and neurodivergence

36:00 Long sessions and timing pressures

38:00 Tidying as moral pressure or community practice

40:00 Role of the facilitator and equity in expectations

43:00 The notice and do approach

48:00 When tidying inhibits play and creativity

50:00 Regret, repair, and adult reflection

53:00 Adult overwhelm and honest communication

59:00 Pine needles and closing thoughts

60:00 Where to find Justine and Curious and Kind