In this rain-spattered, crisp-crunching episode of The Forest School Podcast, Lewis and Gemma huddle by the fire to mull over boredom, deep-vs-shallow play, and why children (and adults) need unstructured pauses to stretch their “play roots.”
From Christmas gift overloads to Minecraft marathons — and a sidetrack on cul-de-sac “Mad Knobbly Monopoly” — they explore how real learning blooms when you don’t rush to fill the silence. Expect talk of nature-connection moments, circle-of-concentration games, green-ink disasters, wind warnings, and… yes… a spirited debate on whether 90s-style woodland gangs really did “just poo behind a tree.”

⏱ Chapter Timings
00:00 – Crackling fire, crisp sponsorship & windy weather woes
03:00 – Deep vs shallow play: “What does it do?” vs “What can I do with it?”
06:00 – Christmas gift mountains, four-present rule & spreading gifts through Advent
09:10 – “I’m bored!”: why that’s a feature, not a bug
12:00 – Boredom as nature-connection trigger & Vygotsky circles of concentration
15:30 – Helping anxious kids (and parents) trust the open timetable
18:30 – Endings, flow states & why Forest School sessions dodge hard cut-offs
21:00 – ‘Victim voice’ coaching revisited: stepping back, not stepping in
24:00 – Board-games vs videogames: Mad Knobbly Monopoly, Minecraft & elastic rules
29:00 – Consumer culture, screen breaks & self-sufficient entertainment
33:00 – Teen brain plasticity, technology tugs & the gentle power-down fantasy laptop
36:00 – Lewis’ “poo in the woods” tangent (you’ll never un-hear it)
40:00 – Debrief: resilience through downtime; trusting the pause
43:30 – Upcoming 2024 training dates

🌲 Keywords: boredom, deep play, shallow play, boredom tolerance, flow state, circle of concentration, consumer culture, Minecraft, unstructured time, parent anxiety, wind warnings, woodland toileting folklore

🔖 Hashtags:
#ForestSchool #DeepPlay #BoredomBrilliance #UnstructuredLearning #NatureConnection #FlowState #OutdoorEducation #ChildLedPlay #ForestSchoolPodcast #TimeToPause

🌐 More Episodes & Support
• Full archive & resources: www.theforestschoolpodcast.com
• Support the show: www.patreon.com/theforestschoolpodcast
• Training dates & bookings: www.theforestschoolpodcast.com

In this fireside-crackling, pre-Christmas episode of The Forest School Podcast, Lewis and Gemma start with crooning crooners and “Baby, It’s Cold Outside,” then dive into what really keeps children warm: challenge in the “Zone of Proximal Development.”
They unpack Vygotsky’s 1930s idea, why Maslow’s triangle irks Lewis, and how authentic play naturally pitches itself at just-right difficulty—provided adults don’t rush in with crutches. From whittling mallets and climbing wobbly treehouses to sorting playground quarrels without grown-up referees, they explore how perseverance, emotional coaching and trust create resilient learners. The duo also tackle lunchtime meltdowns, break-time glucose crashes, staff “learned helplessness,” and whether teachers can still spot social-emotional progress when Ofsted can’t. Expect cameos from the notorious Billy-Bob, green-ink disasters and Gemma’s dream of a grade-free, mentor-led curriculum.

⏱ Chapter Timings
00:00 – Fireside croons, laxative cocoa & Christmas music tropes
03:00 – Rain, wind and Maslow: why unmet needs ≠ tidy triangles
06:30 – Vygotsky in three minutes: circles, bands and stepping stones
09:00 – Play = perfect ZPD; adult scaffolds vs “crutches”
12:20 – Doodling, flow and self-differentiation (plus green-ink face-paint)
15:00 – When to spot, not stop: guiding tricky climbs & spoon whittling
18:40 – Learned helplessness: the child who always calls an adult
22:00 – Giving victims a voice: “Tell Billy-Bob yourself”
24:30 – Emotional ZPD: quarrels you can’t walk away from
27:10 – Break-time glucose burn-out and post-lunch classical music hacks
30:20 – Why social-emotional growth trumps naming the six trees
33:00 – Teen brain plasticity, hormone “trolls” and real-world tasks
38:10 – Gemma’s grade-free dictatorship curriculum & Lewis’ teacher interview fears
43:00 – Staff ZPD: when pupils outrun the lesson plan
46:00 – Upcoming courses: storytelling (Mar), level-1 outdoor learning (Apr), outdoor cooking (May), intro to whittling (Jun) & L3 leader week (Apr)

🌲 Keywords: zone of proximal development, Vygotsky, perseverance, resilience, learned helplessness, child-led play, emotional coaching, break-time behaviour, Forest School teaching, flow state, scaffolding, grade-free curriculum

🔖 Hashtags:
#ForestSchool #ZPD #PlayBasedLearning #EmotionalResilience #ChildLed #OutdoorEducation #Perseverance #TeacherReflections #ForestSchoolPodcast #SoftSkills

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

In this thoughtful, occasionally fiery episode of The Forest School Podcast, Lewis and Gemma begin with a half-empty toddler session—children abandoning a bright but biting morning—and spiral into a wide-angle interrogation of what schooling is for. Bouncing off John Taylor Gatto’s 1991 “Teacher of the Year” speech, they question Maslow’s hierarchy, explore schooling as childcare, weigh up social-class mixing, and sketch an audacious “no-grades, mentor-led” alternative that merges Forest School ethos with community apprenticeships. Expect side trips into private-school privilege, teenage genius, free play as real learning and whether any teacher can “change the system from inside” without burning out.

⏱ Chapter Timings
00:00 – Bright but bitter: why half today’s group bailed early
01:20 – Cold bodies, unmet needs… and why Maslow’s triangle annoys Lewis
04:00 – School vs home-ed: introducing John Taylor Gatto’s challenge
06:30 – America’s written-down schooling model vs Britain’s drift
08:10 – Compulsory attendance, coal-mining kids & Devon village logs
10:15 – Gatto’s maths: 168 hours, 55 of TV and nine hours to “make a personality”
13:00 – The childcare argument: is school primarily workforce support?
15:10 – Social mixing: does a classroom still beat home-ed groups?
17:00 – Horses, oxen and teenage risk: upper-class rites of competence
19:25 – Mentors not teachers: Lewis’ case for community networking
22:20 – Playtime as 20 % of school life—and who owns it?
24:45 – Forest School leaders as undercover reformers in mainstream schools
27:10 – Gemma’s “Dictator Curriculum”: bin the grades, build the thesis year
30:35 – Soft-skills economy, robots and the future of work
33:00 – Real-world tasks: felling trees, chopping logs and authentic contribution
35:10 – Teenage brain plasticity vs hormone “troll”
38:00 – Why Lewis wouldn’t pass a teacher interview today
40:20 – Spectrum of practice: from making shadufs to co-running the woodland
43:40 – Can you fix the system from inside? The pair’s reluctant conclusion
46:30 – Course dates recap & how to train with Children of the Forest

🌲 Keywords: John Taylor Gatto, Maslow hierarchy, schooling vs childcare, mentor-based learning, independent projects, apprenticeships, social mixing, teenage capability, soft skills, Forest School reform, playtime value, assessment-free education, private-school advantage, educational history

🔖 Hashtags:
#ForestSchool #EducationReform #JohnTaylorGatto #MentorLearning #SoftSkills #Unschooling #PlayBasedLearning #ForestSchoolPodcast #NoGrades #TeenageGenius #OutdoorEducation #ChildLedLearning

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

In this brisk, wind-whipped episode of The Forest School Podcast, Lewis and Gemma tackle the perennial British dilemma: “Do we still run Forest School when it’s tipping it down?”
Drawing on soaked tarps, collapsed shelters and toddler groups in hail, they weigh up risk, kit, site impact and that elusive “hookah” feeling of singing round a stove while the storm hammers overhead. From leggings-plus-wind-chill hypothermia to the joy of mud kitchens that only appear after a deluge, they share hard-won tips for safeguarding children, clothing, morale — and the woodland itself. The conversation roams through non-uniform-day disasters, vertical mud-wall alternatives to mud fights, and why resilient practice often starts with the leader’s own base layers and Thermos.

⏱ Chapter Timings
00:00 – Finding the smoke-free spot and British “moist” climate chat
01:50 – “Just get them out” fallacy vs meeting children where they are
04:20 – Wet kit, class, parental budgets and the true cost of ruined uniforms
06:00 – Calling sessions short: when cold trumps timetable
08:00 – Pre-session priorities: Thermos > fire lighting in sleet
10:30 – Lending hats & spare waterproofs: non-negotiable kit bags
12:00 – Saying no: when clothing makes a session unsafe
13:40 – Leader cold, empathy gaps and storytelling as internal central-heating
16:20 – Wind-proof kitchens, hurdles and stoves for morale
18:10 – Fire ≠ heater: why children must warm themselves, not huddle
20:00 – Site care: roots, paths and tree damage in relentless rain
22:20 – The tarp-collapse day: lessons from a reception mud riot
25:10 – Permanent shelters vs pop-ups on open school fields
27:00 – Communication with schools: spare kit, refund calls & caretaker mud
29:20 – Rain-only play: puddle streams, mud slides and the joy of pouring
32:00 – Singing through hail: using stories and chorus to lift spirits
34:40 – Mud fights: walls, effigies and kit-based ground rules
38:15 – Rain lowering ego, raising flow: potions, tattoo mud & creative freedom
43:00 – Non-uniform day catastrophe: Disney dress meets belly-slide
46:30 – Pre-empting parent reactions: praise first, washing later
47:50 – Training dates reminder & live course rundown

🌲 Keywords: wet-weather Forest School, rain-proof kit, hypothermia signs, mud play, storytelling for resilience, site preservation, school communication, spare clothing banks, vertical mud walls, leader wellbeing, hookah moments

🔖 Hashtags:
#ForestSchool #OutdoorLearning #RainyDayPlay #MudKitchen #WetWeatherKit #RiskBenefit #HookahFeeling #StorytellingOutdoors #ForestSchoolPodcast #ResilientPractice

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

In this wide-ranging, good-humoured episode of The Forest School Podcast, Lewis and Gemma start with storms, sea swims and the perils of playground design before digging into their main theme: “Woodland Management With Children.”
They unpack why trimming paths, felling sycamores, planting saplings and chopping firewood are much more than chores—they are long-term lessons in ecology, heritage and community. Along the way they explore play theory, tree lore, common-land history, Britain’s low forest cover, the folklore of stolen fire and why “a woodland that pays is a woodland that stays.” The conversation finishes with a listener Q&A announcement and a run-down of forthcoming training dates.

⏱ Chapter Timings
00:00 – Storm banter, naming gales and “copyright-safe” Lionel Richie
02:30 – Holidays, cold-water swims & screen-time guilt
04:20 – Why most playgrounds bore adults (and how loose parts could help)
06:30 – Designing spaces that match how brains work – book teaser
08:15 – Main topic intro: getting children involved in woodland management
09:00 – Tiny tasks, big impact: toddlers clipping brambles on the path
11:30 – When to fell a sycamore and spare a 400-year-old chestnut
13:45 – Ents, lichens and learning to think in centuries
17:40 – Old stumps that still live: hidden woodland networks
18:20 – “Hurting trees” vs. sustainable coppicing – ethics with children
22:00 – Free tree packs, “Just One Tree” day and planting for diversity
23:40 – Reflecting on site change: fences, ferns and long-cycle observation
24:50 – How many native trees does Britain really have? (Spoiler: not many)
26:10 – Ice ages, mountain ranges and why Europe lost species
27:00 – Firewood, mastery play and our primal “fire-theft” stories
31:50 – The oldest flood tale and stories that last 4,000 years
33:15 – Social control, forbidden fire and caring for a scarce resource
34:30 – UK tree-planting drives and November’s “one quid, one sapling” day
35:10 – 13 % forest cover: Britain’s industrial legacy in numbers
37:40 – “A woodland that pays is a woodland that stays” – balancing livelihoods
39:10 – Commons, strip farming and the disappearing right to forage
42:55 – New Forest ponies, stranded oaks and reading a landscape’s past
46:15 – Send your questions! Live Q&A video next Friday
47:40 – Upcoming courses: storytelling (Mar), L1 outdoor learning (Apr), outdoor cooking (May), intro to whittling (Jun) & L3 leader week (Apr)

🌲 Keywords: woodland management, children coppicing, firewood skills, sycamore removal, tree planting, common land, mastery play, recapitulative play, native vs non-native trees, folk tales of fire, UK forest statistics, reflective practice, loose-parts playgrounds, tree-age lore, Forest School CPD

🔖 Hashtags:
#ForestSchool #WoodlandManagement #OutdoorLearning #ChildLed #Coppicing #TreePlanting #MasteryPlay #CommonLand #FireLore #ReflectivePractice #ForestSchoolPodcast #NatureConnection #CPD

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

Gemma dashes in straight from the woods—muddy boots, leaf-tangled hair—and Lewis hits record for a rapid-fire chat on how democratic play actually works in real life 🌱. Kicking off with Peter Gray’s latest Psychology Today essays, they unpack why true democracy boils down to “freedom + responsibility” and why unstructured, child-led play is the only arena that consistently teaches it. From there they wrestle with messy realities: power-imbalanced games, mixed-age clashes and the fine line between helpful facilitation and adult dictatorship 👀.

The duo contrast Gray’s ideals with Vivian Gussin Paley’s rule-changing manifesto You Can’t Say You Can’t Play, where one kindergarten class bans exclusion altogether. Does forced inclusion stifle imaginative flow—or give perpetual outsiders a lifeline? Gemma recalls war-play stand-offs in her own childhood, while Lewis ponders risk-bias: educators often panic faster over name-calling than a one-metre fall off a log.

Hunter-gatherer research, playground football hierarchies and the ethics of integrating children with diverse developmental needs all surface as they explore how “the game is keeping the game going.” They finish by teasing future deep-dives (hello, book club!) and reminding listeners to share thoughts inside the Forest School Podcast Community group.

Key Topics & Timestamps
00:07 – 02:50 Bare-foot dash & tonight’s theme intro
02:50 – 07:45 Peter Gray: play as democracy (freedom + responsibility)
07:45 – 11:45 When inclusive ideals meet steam-roller play
11:45 – 16:00 School rules vs real equality; kind dictators 🤨
16:00 – 20:45 Mixed-age dynamics & “least-able has right-of-way” analogy
20:45 – 25:05 Gemma’s childhood “play-war” & emotional vs physical risk
25:05 – 30:45 📚 Vivian Gussin Paley’s You Can’t Say You Can’t Play—who’s sadder?
30:45 – 33:30 Integrating differing abilities without killing the fun
33:30 – 36:15 Why modelling matters (& maybe needs a book!)
36:15 – 37:50 Next steps: book-review episode, share your stories
37:50 – 41:30 Upcoming CPD: storytelling, outdoor cooking, whittling + April Level 3

Links & Resources

• Peter Gray articles – Psychology Today

• Vivian Gussin Paley – You Can’t Say You Can’t Play

• Join the chat → Facebook: Forest School Podcast Community

• Training dates → https://theforestschoolpodcast.com/training

Which side of the “You can’t say…” debate are you on—and how do you handle persistent playground exclusion? Drop your thoughts in the community group!

Gemma kicks things off—shoes off, that is—explaining why a mud-bath “bare-foot break” can reset practitioner wellbeing as effectively as any spa session. From there the conversation pivots to a thornier theme gripping UK newsfeeds: 🌍 climate activism. Should Forest School leaders join Extinction Rebellion marches, glue themselves to bridges, or remain politically neutral?

Lewis admits he’s never protested, arguing that systemic, legislative change will stick only if it’s backed by personal, grassroots lifestyle shifts. Gemma counters that direct action can inspire those very shifts, especially when led by young people; she recalls Exeter’s youth-fronted strike and how chanting with a crowd felt both cathartic and educational. Together they weigh:

• the duty of outdoor educators to model stewardship

• risks of blurring personal politics with business branding

• potential DBS/employment implications of civil-disobedience arrests

• media claims that XR is an “upper-middle-class death cult”

• historic protest tactics (Rosa Parks, anti-tuition marches) versus XR’s decentralised approach

• the power of children seeing adults stand up publicly for planetary health

They finish by inviting listeners to share their own stance—march-lover, fence-sitter or sceptic—inside the new Forest School Podcast Community group, and plug upcoming CPD dates on storytelling, outdoor cooking, whittling and the April 202X Level 3 course.

Key Topics & Timestamps
00:05 – 02:50 Shoes off! Bare-footing as self-care
02:50 – 05:40 Feeling empowered (or odd) when parents copy the mud walk
05:40 – 09:45 Climate-march debate: personal vs professional activism
09:45 – 13:00 Legislation vs lifestyle: can protests create lasting change?
13:00 – 16:05 Extinction Rebellion overview & common media criticisms
16:05 – 18:45 DBS checks, arrests and teaching professionalism
18:45 – 22:10 Historic protest strategy: Rosa Parks to student fees
22:10 – 25:10 Youth-led strikes & why Gen Z gives Gemma hope
25:10 – 28:00 When school charity choices backfire (shoebox row)
28:00 – 31:15 Balancing political passion with community trust
31:15 – 34:50 Next steps: local XR meet-ups, family-friendly actions
34:50 – 36:10 Training calendar & call for listener stories

Links & Community

• Join the discussion → Facebook: Forest School Podcast Community

• Course dates & booking → https://theforestschoolpodcast.com/training

• Support the show → https://patreon.com/theforestschoolpodcast

• Email us → [email protected]

Have you marched, organised, or opted out? Tell us why—your experience could feature in a future episode.

Lewis & Gemma dive into one of their favourite teaching tools—📚 picture books—and ask a thorny question: Do illustrated stories belong in Forest School, or should they stay indoors? After skimming recent battles on practitioner forums, they argue that well-chosen picture books can deepen nature connection and social-emotional learning.

The duo outline multiple benefits:

• Bibliophilia – fostering a tactile love of books, from “Bible-thin” pages to musty hardbacks.

• Visual art inspiration – hand-drawn illustrations double as art resources; children copy styles or invent their own.

• Story as time-lapse – seasonal picture books (e.g., Where the Wild Things Are) condense year-long natural cycles into minutes, giving kids a mental map of change.

• Global connection – stories set in woodlands abroad expand children’s ecological horizons beyond the three acres they visit weekly.

• Emotional literacy – titles like My Big Shouting Day show tantrums from a child’s viewpoint, allowing group discussions on feelings and behaviour.

They showcase favourites—including Shirley Hughes’ gently domestic “Out and About” series, Arnold Lobel’s witty “Frog & Toad”, Michele Brathwaite’s nature-rich “Tangle and the Fire Sticks”, and the metamorphosis love-story “Tadpole’s Promise.” Gemma explains how she transforms some texts into oral tales, illustrating ways to scaffold play (shop-keeping with conkers!) without “preaching” worthy eco-morals.

Finally, they invite listeners to share beloved titles in The Forest School Podcast Community Facebook group, and tease future training dates on storytelling, cooking, whittling and a full Level 3 leader course.

Key Topics & Timestamps
00:20 – 02:55 Why record a video? Syncing claps & intro to picture-book debate
02:55 – 07:45 “Books don’t belong outdoors!”—summary of Facebook beef & counter-arguments
07:45 – 11:03 Bibliophilia, art & global nature connection
11:03 – 15:15 Story vs. non-fiction: Where the Wild Things Are & time-lapse ecology
15:15 – 18:45 Shirley Hughes’ “Out and About”: everyday woodland play
18:45 – 23:00 Emotion coaching with My Big Shouting Day 🤯
23:00 – 27:30 Graphic-novel layouts, experimental fonts & Tadpole’s Promise twist
27:30 – 31:15 Role-modelling through storytelling: Gemma’s live “Sally’s Secret” den tale
31:15 – 34:20 Arnold Lobel’s Frog & Toad: kindness, cookies & comedic acting
34:20 – 36:20 Invite for listener recommendations + upcoming CPD dates

Links & Contact

• Join the chat → Facebook: The Forest School Podcast Community

• Course calendar & bookings → https://theforestschoolpodcast.com/training

• Email Lewis & Gemma → [email protected]

• Support us on Patreon for bonus sessions → https://patreon.com/theforestschoolpodcast

Please share your top woodland-worthy picture books—old classics or hidden gems!

The autumn equinox is here 🍂 and Lewis & Gemma are feeling the shift in both daylight and energy. This week they explore why the September-to-October stretch can be physically and mentally draining for Forest School leaders—and how to stay resilient. First, they unpack the “extra hustle” of welcoming new groups after summer: rebuilding routines, re-establishing play dynamics, and absorbing children’s heightened need for support.

Conversation then pivots to practical self-care. Lewis swears by hot-bath “core re-charging,” 5 a.m. power-lifting sessions and a month-long experiment with “ground living” (ditching the sofa for floor-squatting, inspired by Tony Riddle). Gemma craves child-free flow-time and admits she’s pushing too hard on autumn runs, triggering hip pain—highlighting the risk of treating outdoor fitness like a sprint rather than a slow build.

The duo link personal wellbeing to session quality: leaders who move, squat, lift and play alongside children model healthy physicality and gain empathy for youngsters’ comfort levels in cold, wet weather. They debate when to demonstrate tasks versus stepping back, how vigorous leader participation can spark richer hide-and-seek or hunters-and-rabbits games, and why active engagement deepens ownership of woodland projects.

Whether you’re planning muddy October sessions or just re-tuning your own body for winter, this episode serves up candid tips (bath salts, anyone?), philosophical questions about modelling movement, and a reminder that nothing beats warming up together around a Forest School fire.

Key Topics & Timestamps

00:35 – 03:33 Equinox vibes: equal day/night, new cohorts & mental overload

03:33 – 08:45 Hot baths, kombucha dreams & why autumn prep triggers “nesting” instincts

08:45 – 13:15 Ground-living experiment: ditching furniture for squats (Tony Riddle link)

13:15 – 18:25 Gym at dawn 💪—using power-lifting to make woodland tasks easier

18:25 – 22:58 When leaders show rather than tell: modelling play, carrying logs, drilling holes

22:58 – 28:00 Self-care pitfalls: over-running, hip pain & the myth of instant fitness

28:00 – 32:25 Empathy through movement: matching children’s cold-weather needs

32:25 – 35:24 Why hide-and-seek feels different when leaders truly join in

35:24 – 38:50 Floor time, clean floors & the “ground-level” perspective

38:50 – 39:25 Wrap-up: future episode teasers on children’s physicality

Questions or feedback? Email [email protected] or visit https://theforestschoolpodcast.com. Support the show on Patreon for bonus content: https://patreon.com/theforestschoolpodcast.

Lewis and Gemma are back from the summer break and diving straight into ☕ caffeine, kombucha — and books. After a light-hearted catch-up about their latest ferments (matcha for now, homemade kombucha soon), they turn to the main event: a deep review of The Whole-Brain Child by Dr. Daniel J. Siegel and Dr. Tina Payne Bryson.

The duo explore the book’s core idea of brain “integration,” breaking down Siegel’s left-/right-brain and upstairs-/downstairs-brain models. They discuss why the river-of-well-being metaphor resonates with Forest School practice, how “connect and redirect” conversations mirror non-violent communication, and why storytelling helps children file traumatic events into explicit memory.

Gemma appreciates the book’s parent-friendly mnemonics and age-by-stage cheat-sheets, while Lewis questions one cartoon scenario that seems to push children to talk before they’re ready. Together they weigh the value of practical strategies (like letting kids “convince” you) against the risk of oversimplifying neuroscience.

Throughout, they link the text to Forest School principles: child-led reflection, emotional regulation outdoors, and the power of narrative in nature. They finish by inviting listeners to share their own takeaways or alternative reading suggestions — especially if a title challenges their views. 📚

Whether you’re a parent, educator or Forest School leader, this episode delivers actionable brain-based tips, a candid critique of pop-neuroscience, and plenty of laughter around the campfire.

Key Topics & Timestamps
00:31 – 01:58 Caffeine overload & the lure of home-brewed kombucha
01:58 – 03:33 Summer reading list confession & why The Whole-Brain Child made the cut
03:33 – 08:45 Left-/right-brain, upstairs-/downstairs-brain models explained
08:45 – 13:30 “Connect & redirect” vs. quick-fix discipline (non-violent communication parallels)
13:30 – 18:25 River-of-well-being metaphor and its Forest School fit
18:25 – 23:00 Storytelling to shift trauma from implicit to explicit memory
23:00 – 28:00 When a child says “I don’t want to talk” — helpful or harmful?
28:00 – 32:25 Using emotional cartoons, eyebrows(!) and humor for recall
32:25 – 35:24 Applying integration strategies in class, at home and outdoors
35:24 – 36:09 Wrap-up, listener call-out & a teaser on controversial TV “dog training” parenting

Questions or book tips? Email [email protected] or drop a comment at https://theforestschoolpodcast.com. Join our patrons for extra content: https://patreon.com/theforestschoolpodcast.