In this awe-filled episode of The Forest School Podcast, Lewis and Gemma speak with biologist, author, and researcher Merlin Sheldrake, author of Entangled Life. Together, they explore the astonishing and often mind-bending world of fungi: from underground networks and forest symbiosis to medicinal mushrooms, ancient knowledge, and cultural metaphors. The conversation is wide-ranging, touching on how fungal thinking challenges our sense of self, how mycorrhizal webs might change educational practice, and the potential of psychedelic science to reframe not just brains but beliefs. Merlin shares his thoughts on storytelling, interconnection, forgotten folk knowledge, and what it’s like to have your brain melted by your own manuscript. This episode invites you to pause, look again at the soil beneath your feet, and consider the quiet wisdom of the mushroom.

🌱 Sponsored by:
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⏱ Chapter Timings:
00:00 – Mushrooms, mud, and Merlin Sheldrake
01:34 – Introducing fungi to woodlands: ethical questions
03:00 – Symbiosis and identity: where do “we” end?
04:46 – Editing awe: writing mind-blowing science clearly
06:01 – Why fungi were hidden from our cultural radar
08:51 – Teaching children about fungi: disbelief and wonder
10:23 – Spores in the brain: planting curiosity
13:05 – Clinical psychedelics and creative problem-solving
20:30 – Why ancient fungal knowledge was lost—and is returning
29:23 – A web not a tree: rewriting evolution
36:12 – Nested selves and the biology of belonging
43:11 – Fungal hot sauce and edible experiments

🌲 Keywords: fungi in Forest School, Merlin Sheldrake, mycorrhizal networks, fungal learning, symbiosis, mushroom metaphors, child curiosity, psychedelic research, evolutionary models, food fermentation, outdoor education

🔖 Hashtags:
#ForestSchool #FungiFriday #OutdoorEducation #EntangledLife #MerlinSheldrake #MycorrhizalMagic #MushroomLearning #ChildLedEducation #ForestSchoolPodcast #Biophilia #NestedSelves #NatureCuriosity #EcoEducation

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Contact us at ⁠[email protected]

🎙 In this warm and reflective Practitioner Spotlight episode of The Forest School Podcast, Lewis and Gemma speak with Fran from The Woodland Pack, an outdoor educator based on the Wales–England border. Fran shares her honest journey through self-employment, shifting school contracts, and seasonal transitions in her practice. They explore the emotional and logistical challenges of maintaining a forest school ethos within formal education settings, funding hurdles, the blurred lines between business and personal passion, and the joy of reconnecting families with nature.

This episode also dives into phone use in outdoor sessions, how small communities sustain big dreams, the seasonal reality of running holiday clubs in Wales, and the mental health rituals that support a life spent outdoors. Fran’s grounded reflections offer reassurance and insight to fellow practitioners navigating their own paths.

⏱ Chapter Timings:
00:00 – Introducing Fran and The Woodland Pack
01:48 – Balancing school work with self-employment and values
03:31 – Long-term Forest School with secondary pupils
05:47 – Using phones to enhance—not escape—the outdoors
10:30 – Fran’s route into Forest School and influence of travel and family
13:46 – Sharing nature joy through Instagram and merging personal with professional
17:23 – A spontaneous Jurassic Coast trip and the power of sea spray
24:04 – Funding community foraging and cross-generational nature connection
39:25 – Sole trader vs CIC: funding, models, and access dilemmas
43:49 – Where to find Fran and why nature connection matters

🌲 Keywords: Forest School Wales, practitioner spotlight, self-employment in education, transition groups, secondary school Forest School, outdoor education funding, rural education, mental health in nature, Instagram for Forest School, phones in Forest School, Forest School business models, authentic outdoor learning, community engagement

🔖 Hashtags:
#ForestSchoolPodcast #OutdoorLearning #NatureConnection #ForestSchoolWales #PractitionerSpotlight #ChildLedLearning #RuralEducation #CommunityLearning #SecondarySchoolForestSchool #ForagingTogether #InstagramForEducators #MentalHealthOutdoors #ForestSchoolBusiness #AuthenticForestSchool #NatureWellbeing

🌐 More Episodes & Support:
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📩 Contact us: [email protected]

In this wonderfully nerdy, joyful episode of The Forest School Podcast, Lewis and Gemma are joined by Holly, the charismatic fungi educator behind The Fungi Guy. With warmth, wit, and humility, Holly shares his journey from amateur forager to fungi ambassador, describing how a single walk in the woods sparked a lifelong obsession. Together, they explore the wonder of mushrooms through storytelling, personal discovery, and Forest School practice—from kids exploding puffballs to adult mycophobia and fungal folklore. The conversation weaves through habitat loss, playful education, slime mould magic, death cap debates, and the irresistible lure of waxcaps. With tales of puffball football, stinkhorn races, and mushroom open-mic nights, this episode is as spore-packed as it is soul-nourishing.

⏱ Chapter Timings:
00:00 – Singing the theme tune and meeting Holly (The Fungi Guy)
01:55 – UK Fungus Day, British Mycological Society, and making fungi fun
03:40 – From trees to toadstools: Lewis and Gemma’s fungi journey
05:10 – Holly’s first fungi walk and discovering it never ends
08:52 – Fruit bodies, outreach, and why fungi will outlive us all
12:24 – Puffballs, poetry nights, and children's reactions to spores
15:53 – Mushrooms as magnetic to children—and risky to adults
19:52 – Habitat loss, ancient grasslands, and fungal conservation
22:39 – Ink caps, IDing mushrooms, and the impact of human landscaping
30:48 – Levity, access, and breaking down barriers in outdoor learning

🌲 Keywords: fungi education, Forest School fungi, puffball spores, mushroom ID, mycology for kids, mushroom safety, waxcaps UK, habitat loss, slime mould, UK Fungus Day, The Fungi Guy, stinkhorns, puffball football, mushroom outreach, child-led learning, playful science, outdoor learning inspiration

🔖 Hashtags:
#ForestSchool #FungiGuy #FungiEducation #OutdoorLearning #MushroomID #MycologyForKids #ChildLedLearning #ForestSchoolPodcast #UKFungusDay #NatureBasedLearning #Puffballs #PlayfulLearning #SlimeMouldMagic

🌐 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]

Links from Dr Begeny are at www.children-of-the-forest.com/dr-begeny-podcast

In this rich and reflective second part of our conversation with Dr. Chris Begeny, postdoctoral fellow at the University of Exeter, we dive deeper into the gendered tensions of parenting, education, and outdoor settings. Chris joins Lewis and Gemma to unpack how perceptions of fatherhood, safeguarding, praise, and gender bias affect Forest School and beyond. Together they navigate uncomfortable truths and laugh at social absurdities, all while examining how privilege, social roles, and neuroscience intersect in children's lives.

This far-reaching discussion touches on how praise can reinforce fixed mindsets, how exclusion mirrors physical pain, and how diversity must be lived—not just spoken. With insights into contingent self-worth, epigenetics, and the awkward dance of talking to young children about race or gender, this episode offers real talk for practitioners striving to create safer, more aware environments.

💬 Thought-provoking and grounded in research, this is one for anyone exploring how to walk the walk—not just talk the talk—in holistic education.

⏱ Chapter Timings:
00:00 – Why we split the episode: a wide, rich conversation continues
01:09 – Fear of male involvement in childcare: safeguarding stigma
04:22 – Social judgement, privilege gaps, and parenting in public
06:22 – Valuing parenting as a skilled, underpaid job
08:32 – The loss of communal parenting and over-professionalisation
11:09 – Teacher anxiety, math performance, and gender divergence
14:21 – Praise, demand avoidance, and contingent self-worth
16:43 – The neuroscience of praise, rejection, and social pain
20:22 – Diversity: walking the walk vs. talking the talk in education
33:27 – Media representation, same-sex couples, and normalisation

🌲 Keywords: gender bias in parenting, Forest School safeguarding, praise and demand avoidance, fixed vs growth mindset, social rejection neuroscience, diversity in education, male practitioners, epigenetics, race and early years, single-sex schools, contingent self-worth, holistic teaching

🔖 Hashtags:
#ForestSchool #OutdoorEducation #GenderBias #ParentingRoles #PraiseMatters #Neurodiversity #ContingentSelfWorth #ReflectivePractice #DiversityInEducation #ForestSchoolPodcast #HolisticLearning #PlayBasedLearning #WalkingTheTalk

🌐 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]

Links from Dr Begeny are at www.children-of-the-forest.com/dr-begeny-podcast 

In this thoughtful and expansive episode of The Forest School Podcast, Lewis and Gemma are joined by Dr Chris Begeny, a social psychologist from the University of Exeter, to unpack the complex interplay between gender, identity, and education. From imposter syndrome to ambient belonging, gendered expectations to power tools, the trio explore how gender roles are formed, reinforced, and challenged in both classrooms and outdoor settings.

The discussion weaves between academic insights and real-life reflections, touching on early childhood development, teacher bias, inclusion in Forest School, and the subtle power of peer dynamics. Chris shares practical interventions that can dismantle imposter feelings, challenges the idea of ‘fixing the individual’, and reflects on how everyday affirmations shape confidence and self-perception.

Together, they explore what it means to create a truly inclusive, gender-aware Forest School setting—one that doesn’t erase identity, but provides space to question, reflect, and grow. Expect laughter, depth, and a healthy dose of critical thinking.

⏱ Chapter Timings:
00:00 – Introducing Dr Chris Begeny and the topic of gender
00:48 – Understanding imposter syndrome as a social, not personal, issue
06:30 – How simple affirmations can reshape self-image and belonging
09:20 – Gendered expectations in Forest School and toddler groups
13:44 – Early education bias and the ripple effects of teacher expectations
21:23 – Navigating inclusion and equity without forced participation
31:30 – Can a Forest School space be truly non-gendered?
39:39 – Counter-stereotypical modelling and long-term relational change
47:44 – When to walk the walk vs talk the talk in gender discussions
57:22 – Parental leave, tokenism, and the motherhood penalty

🌲 Keywords: gender inclusion, imposter syndrome, gender roles in education, social psychology, outdoor learning, Forest School equity, counter-stereotypes, teacher expectations, gender affirming practice, reflective practice

🔖 Hashtags:
#ForestSchool #OutdoorLearning #GenderEquality #ReflectivePractice #ImposterSyndrome #ChildLedLearning #SocialPsychology #NonBinaryInclusion #GenderAwareness #ForestSchoolPodcast #EarlyYears #AffirmingSpaces #InclusiveEducation #CPD

🌐 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 essential episode of The Forest School Podcast, Lewis and Gemma are joined by FSA Directors Sarah Collins and Sarah Lawfull to explore the Nature Premium campaign—an urgent and inspiring movement advocating for ring-fenced funding for nature-based experiences in all UK schools and nurseries. They unpack the origins of the campaign, why it emerged during lockdown, and what impact it could have on equity, wellbeing, education, and climate-consciousness. From the sharp contrast between urban and rural access to green space, to the long-term physical, emotional, and societal benefits of regular nature connection, this episode captures a pivotal moment in outdoor education. Whether you're a practitioner, parent, or policymaker, it's a rallying cry to advocate for every child, every week, in nature.

⏱ Chapter Timings:

00:00 – Meeting the Sarahs: backgrounds in biology, education, and outdoor leadership

04:41 – What is the Nature Premium and why is it needed?

07:32 – The lockdown inequality gap and who nature is really for

09:06 – Why school grounds matter and ring-fenced funding makes the difference

14:40 – Mental health, obesity, and the measurable economic case for nature

20:52 – Nature Premium as long-term support for children, the NHS, and future curricula

27:40 – Equity, representation, and children learning to be outside

34:04 – Lobbying MPs and how volunteers are driving real change

43:36 – Early years: lost ground, nervous practitioners, and why we need action now

55:30 – From frogs to fear: what nature connection really looks like for families

🌲 Keywords: Nature Premium campaign, Forest School Association, outdoor equity, green space access, early years education, outdoor learning funding, mental health in children, physical wellbeing, school grounds, policy change, nature-based CPD, Forest School politics, FSA advocacy, environmental connection, climate education

🔖 Hashtags:

#NaturePremium #ForestSchool #OutdoorLearning #NatureForAll #GreenRecovery #ChildrensRights #PlayBasedLearning #EducationReform #NatureEquity #PolicyChange #EveryChildEveryWeek #ForestSchoolPodcast

🌐 More Episodes & Support:

🎧 Listen and explore resources at ⁠www.theforestschoolpodcast.com**⁠

💚 Support the podcast at ⁠www.patreon.com/theforestschoolpodcast**⁠

📩 Get in touch: ⁠[email protected]

In this face-to-face episode of The Forest School Podcast, Lewis and Gemma reflect on their deep dive into bird books, sparked by their recent conversation with Maya Rose Craig. Broadcasting from the woods under crochet blankets and canopy chatter, they explore what it means to become more attuned to birdlife—and the subtle dynamics of naming, noticing, and knowledge. Along the way, they critique Simon Barnes' books How to Be a Bad Birdwatcher and Rewild Yourself, unpacking powerful ideas (and some problematic language) about access to nature, adult ego, gendered narratives, and inclusion. They reflect on how we facilitate attention, foster curiosity, and hold space for wonder—especially when children are deep in Sonic roleplay or building imaginary banks. A wide-ranging, rich conversation on how nature speaks and how we choose to listen.

⏱ Chapter Timings:
00:00 – Back in the woods: mist, blankets, and seasonal shifts
02:30 – From Maya Rose to Simon Barnes: bird books as inspiration
04:41 – The challenge of listening to birds... when you're surrounded by birds
08:02 – Ren songs and learning by tuning in to the scrub
10:11 – The gendered language of nature books: who is this for?
13:23 – Gatekeeping the outdoors and the jogger as outsider
18:34 – The naming debate: connection, shortcuts, and relationship-building
23:50 – Can children still be amazed by buzzards after years of Forest School?
29:34 – The power of questions and resisting the adult urge to info-dump
37:47 – Headphones, Sonic the Hedgehog, and nature as unavoidable background

🌲 Keywords: Forest School birding, Simon Barnes critique, outdoor gender bias, nature connection, bird books for beginners, rewilding adults, naming in nature education, sonic roleplay outdoors, facilitating curiosity, Forest School pedagogy

🔖 Hashtags:
#ForestSchool #OutdoorLearning #BirdWatching #RewildYourself #NatureConnection #ChildLedLearning #QuestionBasedLearning #ImaginativePlay #ForestSchoolPodcast #NatureNoticing #BirdBooks #WildlifeEducation #DiversityOutdoors #AccessToNature

🌐 More Episodes & Support:
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Support the show and join our community at www.patreon.com/theforestschoolpodcast
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In this energising episode of The Forest School Podcast, Lewis and Gemma speak with Maya-Rose Craig – also known as Birdgirl – a globally renowned birder, author, and environmental activist. From harpy eagles in the Amazon to rewilding battles in British churchyards, Maya-Rose shares powerful stories that connect birds, identity, justice, and youth-led activism. Together, they explore how birding can ignite lifelong passion, why access to green spaces is a human right, and what makes Robins so feisty. The conversation weaves through intersectional environmentalism, ecotourism, and grassroots organising – all grounded in Maya-Rose’s vision for a wilder, fairer world. With insights into practical rewilding, social inequality, and the joyful chaos of spotting a lizard in your own garden, this episode is packed with inspiration for outdoor educators and nature advocates alike.

⏱ Chapter Timings:
00:00 – Intro and interview context
01:01 – Meeting Maya-Rose: Birding milestones and harpy eagles
03:24 – Early birding memories and the black-browed albatross
08:09 – Advice for new birders and young learners in Forest School
10:31 – Observing seasonal changes and the value of ‘local patch’ watching
12:35 – Creating Wildlife-friendly spaces: More than feeders and bug hotels
15:21 – Conservation vs economy: rewilding, ecotourism, and systemic priorities
19:30 – Balancing activism and birding: saying no and staying nourished
24:16 – Youth climate activism: urgency, the internet, and a new wave of voices
28:48 – Access to Nature as a human right and fighting environmental inequality

🌲 Keywords: Maya-Rose Craig, Birdgirl, youth activism, birding with children, rewilding UK, garden wildlife, access to green space, Forest School biodiversity, intersectional environmentalism, ecotourism, inequality and nature, climate justice, Robin behaviour, beginner birdwatching, outdoor education inspiration

🔖 Hashtags:
#ForestSchool #OutdoorEducation #YouthActivism #Birdwatching #MayaRoseCraig #Birdgirl #EnvironmentalJustice #AccessToNature #Rewilding #EcoEquity #IntersectionalActivism #ChildLedLearning #NatureBasedLearning #WildlifeFriendly #ForestSchoolPodcast

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

In this lively, research-driven episode of The Forest School Podcast, Lewis and Gemma dig beneath the surface of a post-lockdown playground obsession: swings, hammocks and anything that spins. Using real-time observations, they unlock what the vestibular and proprioceptive systems actually do, why so many children suddenly crave “heavy work”, and how practitioners can read behaviour as a sensory message rather than misbehaviour. Along the way they share OT-informed tips for building a balanced “sensory diet”, explain the now-famous “bucket-with-little-holes” analogy for self-regulation, and explore the delicate art of offering risk without chaos—whether that’s bear-hugging a dysregulated child, installing thick ropes for joyful tug-of-war, or serving a calming cup of tea before Circle Time. The conversation finishes with a candid look at the hosts’ own self-soothing quirks (hair-twirling, tongue-bar clacking and 6 a.m. deadlifts) and why adults need sensory strategies just as much as children.

⏱ Chapter Timings
00:00 – Re-opening after lockdown: swings, hammocks and a surge in movement play
01:23 – Spotting a pattern: rope swings, obstacle courses and vestibular cravings
03:19 – What the vestibular & proprioceptive systems do—and why they matter
04:49 – Buckets, holes and meltdowns: explaining the sensory-overflow model
06:37 – Deep pressure fixes: bear-hugs, weighted blankets and slow-motion wrestling
09:07 – Planning a “sensory diet” vs planning a theme: which comes first?
12:30 – School case studies: rough play, tug-of-war ropes and re-framing “naughty”
17:06 – Heavy work before fine work: priming the brain for whittling & writing
22:02 – Social risk at Circle Time: hot drinks, hammocks and safe challenges
44:00 – Grown-ups count too: adult sensory habits and why they’re nothing to hide

🌲 Keywords: vestibular system, proprioception, sensory diet, heavy work, swings & hammocks, deep pressure, rough-and-tumble, risk play, Circle Time, Forest School behaviour, bucket analogy, self-regulation

🔖 Hashtags:
#ForestSchool #SensoryPlay #VestibularSystem #OutdoorLearning #HeavyWork #Proprioception #RiskPlay #SwingPlay #SensoryDiet #ForestSchoolPodcast

🌐 More Episodes & Support:
Listen to every episode and find resources at www.theforestschoolpodcast.com
Join the community and support the show at www.patreon.com/theforestschoolpodcast
Questions, feedback or collaboration ideas? [email protected]

In this lively episode of The Forest School Podcast, Lewis and Gemma start with an urgent call to action for the Nature Premium Campaign, then plunge—sometimes literally—into the messy magic of clay. From Devon’s red earth to DIY kilns, they unpack how digging, grinding, mixing and face-painting with soil become powerful vehicles for child-led learning, teamwork, and sensory regulation. Along the way they touch on work-play theory, primitive-technology YouTube, seasonal planning (“when is clay too cold?”), and even adult wellbeing—think barefoot shoes, conker soap, and post-session Pringles. The conversation reminds practitioners that the richest learning often emerges from sticky hands, shifting goals, and a hole that keeps getting deeper.

⏱ Chapter Timings
00:00 – Nature Premium Campaign clip & why outdoor funding matters
02:31 – Peppermint-tea banter and setting the clay scene
03:49 – Devon’s red clay: geology, fossils and local history
07:17 – The giant digging hole: work-play, roles and risk-taking
12:30 – Mixing sand, leaves & “concrete”: experimentation in action
18:34 – Viking-ship charcoal, treasure hunts & intermittent rewards
23:32 – From brick walls to pinch pots: scaling children’s ambitions
30:54 – Kiln plans, drying times and winter clay logistics
41:06 – Open-ended clay vs prescriptive art lessons
47:46 – Barefoot shoes, energy crashes and practitioner self-care

🌲 Keywords: Nature Premium, Forest School clay, digging hole play, work-play theory, sensory mud, primitive technology, kiln firing, barefoot learning, practitioner wellbeing, conker soap

🔖 Hashtags:
#ForestSchool #NaturePremium #ClayPlay #OutdoorLearning #ChildLedPlay #SensoryPlay #WorkPlay #PrimitiveTechnology #KilnFiring #BarefootShoes #PractitionerWellbeing

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