In this warm, idea-packed episode of The Forest School Podcast, Lewis and Wem move from personal updates to a deep dive on resilience. Using Looby McNamara’s Cultural Emergence and Chris Johnstone’s framing, they explore recovery, adaptive, transformative, and spreading resilience. They challenge the “just power through” myth, contrast perseverance with true resilience, and look at how groups become more sustainable through transparency, shared roles, and flatter hierarchies. Expect practical examples from fire-lighting to policy writing, plus reflections on neurodivergence, school attendance narratives, and how adults can model resilience when there’s a supportive team around them.

⏱ Chapter Timings:
00:00 – Patreon intro and setting the scene for a busy month
01:39 – London “bird orchestra,” road trip vibes, and upcoming FSA plans
04:26 – What the FSA road shows are and why mini-conferences matter
06:03 – Workshop picks: coil baskets, nature connection, and “dangerous toys”
07:24 – A secret embargoed event, outfit chat, and Wem begins a PhD
10:28 – Four types of resilience via Looby McNamara and Chris Johnstone
12:53 – Oxford definitions: beyond “hardness” to bouncing and recovery
20:12 – Adaptive resilience vs perseverance: the fire-lighting example
22:42 – Community resilience: transparency, small teams, and avoiding burnout
41:54 – Modelling resilience, flatter hierarchies, and support networks

🌲 Keywords: Forest School resilience, Looby McNamara, Chris Johnstone, adaptive vs perseverance, community resilience, transparent roles, policies as pearls, neurodivergent perspectives, FSA road shows, outdoor learning practice

🔖 Hashtags:
#ForestSchool #OutdoorEducation #Resilience #CommunityLearning

🌐 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

🎧 Catch the full episode:
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Apple: https://shorturl.at/FxfMF
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For questions, feedback, or collaboration: [email protected]

In this warm and curious episode of The Forest School Podcast, Lewis and Gemma sit down with historian and fibre artist Nicole DeRushie to explore her new book, Bog Fashion: Recreating Bronze and Iron Age Clothes. The conversation traces Nicole’s path from Forest School leader to public historian, then dives into experimental archaeology, everyday clothing in prehistory, women’s roles in textile innovation, and why craft skills like nalbinding still matter. Expect practical insight for educators who want to bring textiles into sessions, thoughtful reflections on value and labour, and plenty of joy in imperfect making. Note for listeners: this was a cloud recording so audio quality varies, yet the content is rich throughout.

Sponsored by
TENTSILE, makers of tree tents and hammocks that Forest School leaders love. Use code ForestChildren10 for 10% off at checkout.
Chris Holland’s 54-page plant guide for outdoor educators. Get an exclusive discount through this link: https://chrisholland.myshopify.com/?ref=ForestSchoolPodcast

⏱ Chapter Timings
00:00 Patreon intro and why listener support keeps the show going
01:11 Episode set up, Nicole’s book Bog Fashion, and what to expect
02:42 From Forest School to public history, museums, and ancient craft practice
07:53 Why Bronze and Iron Age clothing, and why bog finds matter for teaching
13:29 Everyday lives over kings and dates, making museums feel lived in
22:39 Who made the cloth, evidence, myths, and what we can and cannot claim
31:32 The changing value of textiles, from household wealth to fast fashion
37:58 The crafter’s triangle, learning through failure, and Forest School links
49:11 Endangered crafts and nalbinding, how to keep skills alive
1:05:17 Where to find Nicole and Bog Fashion, retailers, events, and Instagram

🔗 Links from this episode
Bog Fashion at ChronoCopia Publishing, book details and retailers: chronocopia.se/books/bog-fashion/ chronocopia.se
Nicole DeRushie on Instagram: instagram.com/grounded_history Instagram
Heritage Crafts Red List overview: heritagecrafts.org.uk/skills/redlist Heritage Crafts
Nalbinding craft page, background and status: heritagecrafts.org.uk/craft/nalbinding Heritage Crafts
Must Farm, Late Bronze Age settlement and textile context: mustfarm.com/bronze-age-settlement/about Must Farm
Ashmolean Museum shop listing among UK stockists, via publisher page: shop.ashmolean.org and chronocopia stockist list chronocopia.se

🌲 Keywords: Bog Fashion, prehistoric textiles, experimental archaeology, nalbinding, heritage crafts, women and weaving, Bronze Age clothing, Iron Age clothing, Forest School activities, public history

🔖 Hashtags:
#ForestSchool #OutdoorEducation #BogFashion #PrehistoricTextiles #ExperimentalArchaeology #Nalbinding #HeritageCrafts #ChildLedLearning #CPD #NatureBasedLearning

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

In this lively and wide-ranging episode of The Forest School Podcast, Lewis and Wem are joined by Dr Alistair Bryce-Clegg for a passionate conversation about early years education, authentic child development, and how political targets can squeeze the joy out of childhood. From the UK government’s 75% ‘good level of development’ goal to the cultural biases baked into classroom expectations, Alistair shares decades of experience as a teacher, head, author, and consultant. The discussion challenges compliance-focused models, explores the link between environment and behaviour, and highlights the importance of safe failure and intrinsically motivated play. With powerful anecdotes from around the world – from Cumbria classrooms to Icelandic snow schools and Australian bush kindy – this episode is a call to create spaces where all children can flourish, indoors and out.

⏱ Chapter Timings:
00:00 – Introducing Dr Alistair Bryce-Clegg and his unexpected journey into early years
03:14 – The politics of ‘school readiness’ and targets not based on child development
07:36 – Cultural differences, compliance vs engagement, and the risk of starting too soon
12:20 – Why typical behaviour is often punished – and the gender bias in compliance
17:01 – International examples of environments that foster genuine listening
22:40 – Narrowing age bands, Ofsted pressure, and creating authentic spaces for all children
27:54 – Forest School, play-based learning, and the value of safe failure
35:40 – Training, bias, and the risk of disillusionment with learning
44:02 – Forest School as a ‘pressure valve’ vs an integrated approach to wellbeing
53:58 – Advocating for autodidactic learning in a system built for compliance

🌲 Keywords: early years education, school readiness, good level of development, authentic child development, compliance vs engagement, play-based learning, safe failure, gender bias in education, Ofsted pressure, forest school ethos, outdoor learning, international education, neurodiversity, classroom environment, intrinsic motivation

🔖 Hashtags:
#ForestSchool #EarlyYears #OutdoorLearning #ChildDevelopment #AuthenticPlay #SafeFailure #IntrinsicMotivation #Neurodiversity #ComplianceVsEngagement #ForestSchoolPodcast #PlayBasedLearning #EducationPolicy #TeacherTraining #WellbeingInEducation #AutodidacticLearning

🌐 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 thought-provoking episode of The Forest School Podcast, Lewis speaks with Melissa, widely known as The Modern Mortician, to explore the deep intersections between death care, nature connection, and community learning. Beginning with light-hearted bug encounters and moving into meaningful reflections, the conversation spans Melissa’s career journey from traditional funeral homes to her current role as a death doula and advocate for greener, more intentional end-of-life practices. Together they unpack topics including green burial, water cremation, the realities and myths around “eco” death products, and how environmental considerations influence our final choices. They also discuss the emotional and cultural importance of involving children in death rituals, parallels between small animal burials at Forest School and human funerals, and how openness, presence, and hands-on experience can change our relationship with loss. With a mix of practical insight, personal stories, and gentle humour, this episode invites listeners to rethink death as a natural, participatory part of life.

🌲 Chapter Timings:
00:00 – Clay hairpieces, bug encounters, and the day’s woodland context
02:01 – Introducing Melissa: The Modern Mortician’s work and journey into death care
06:37 – Animal burials at Forest School and what really happens underground
09:19 – Green burial processes and Melissa’s personal story of exhuming her cat
12:24 – How grief and burial choices can shift over time
20:07 – Balancing professional knowledge with honouring people’s choices
24:14 – Water cremation explained: process, benefits, and environmental impact
26:39 – Why conservation burial tops the list for eco-friendly end-of-life care
31:18 – Myths, marketing, and the truth about “eco” burial products
37:24 – Local sourcing, human composting, and hidden environmental costs
50:52 – Why children benefit from involvement in death rituals
56:26 – Behind-the-scenes realities of funeral industry “natural” presentation
1:01:02 – Advice for Forest School leaders: normalising involvement and presence

🌲 Keywords: green burial, water cremation, human composting, conservation burial, natural burial, eco death care, death doula, child involvement in funerals, animal burials, Forest School rituals, end-of-life choices, environmental impact of funerals, grief and participation, cultural attitudes to death, The Modern Mortician

🔖 Hashtags:
#ForestSchool #OutdoorEducation #GreenBurial #WaterCremation #ChildLedLearning #EcoDeathCare #DeathDoula #ForestSchoolPodcast #NatureAndDeath #LifeCycles #CommunityRituals #SustainableFunerals #EndOfLifeEducation #HandsOnHealing #TheModernMortician

🌐 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 wonder-filled episode of The Forest School Podcast, Lewis and Wem speak with Dr Richard Buggs—geneticist at Royal Botanic Gardens, Kew, and Queen Mary University London—about ash dieback, DNA sequencing, and the unseen resilience of trees. With clarity and warmth, Richard explains how genome research is unlocking crucial answers about pest resistance, why ash trees are evolving faster than expected, and how broadleaf diversity might just be the secret weapon in the fight against invasive fungi. From the naming of Betula buggsii to Darwin’s “abominable mystery,” this episode weaves together science, stewardship, and surprise. The conversation also highlights the vital role of biosecurity, the complex interplay between genetics and environment, and the hope offered by natural regeneration. It's a deeply grounding listen for educators, woodland stewards, and anyone curious about trees, time, and how we make sense of the mysteries still growing all around us.

🌿 Sponsored by:

🛏 TENTSILE – Get 10% off their tree tents with code ForestChildren10. Perfect for overnights, basecamps, and wild play. Learn more at www.tentsile.com

🌱 Chris Holland – Nature connection guide and author of The Story of the Wind. Get 10% off his 54-page plant ID guide using code ForestSchoolPodcast at: https://chrisholland.myshopify.com/?ref=ForestSchoolPodcast

⏱ Chapter Timings:
00:00 – Introducing Dr Richard Buggs and his work at Kew and Queen Mary
03:24 – Naming a birch tree: Betula buggsii and the story behind it
06:06 – From weed science to ash genome sequencing
09:49 – How tree genomes are sequenced: glowing letters and supercomputers
14:12 – Ash trees, biodiversity, and co-evolution with fungi
15:59 – What ash dieback is and how it kills trees
18:30 – Why some ash trees survive and the role of natural regeneration
23:00 – Faster-than-expected evolution and what it reveals
28:00 – How DNA research helps where traditional trials cannot
35:05 – Darwin’s abominable mystery, flowering plants, and sacred questions

🌲 Keywords:
Ash dieback, forest pathogens, DNA sequencing, Richard Buggs, Kew Gardens, tree genomics, Darwin’s abominable mystery, tree evolution, natural regeneration, plant biosecurity, broadleaf trees, Forest School safety, invasive species, Victorian botany, sacred mystery, forest ecology

🔖 Hashtags:
#AshDieback #TreeGenomics #ForestSchoolPodcast #KewGardens #BroadleafBiodiversity #PlantScience #OutdoorLearning #DNASequencing #NaturalRegeneration #ForestEcology #SacredMystery #OutdoorEducation #ForestSchoolSafety #Biosecurity #AbominableMystery

🌐 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 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.

🎁 Sponsored by Tentsile and Chris Holland
Enjoy 10% off Tentsile tree tents with the code ForestChildren10 – perfect for immersive outdoor sessions.
Get Chris Holland’s 54-page plant guide at a discounted rate using the code on his site:
https://chrisholland.myshopify.com/?ref=ForestSchoolPodcast

⏱ 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]