Impact & Outcomes

When Luke joined Forest Schooling UK's Alternative Provision, he was an exceptionally bright young person whose experiences outside of school had significantly impacted his ability to access education. Having witnessed domestic abuse and been supported through a Child Protection Plan, Luke presented with high levels of anxiety and hypervigilance. In mainstream school, this often resulted in a flight-or-fight response, with incidents involving running from classrooms, climbing fences, refusing adult direction and, at times, becoming physically or verbally aggressive towards staff and peers. Despite his academic potential, he was frequently suspended and unable to access learning consistently.Over the last 18 months, Luke has attended our Alternative Provision, where the emphasis has been on creating safety, building trusting relationships and helping him develop emotional regulation. During this time, he has also experienced two house moves, adding further instability to an already challenging childhood. Throughout these changes, Forest Schooling UK has provided one consistent, predictable environment where he has continued to attend, build relationships and feel a sense of belonging.As Luke has grown in confidence, staff have seen a remarkable change. Although he still requires significant support and there are times when he becomes dysregulated, he is increasingly able to recognise when he needs support, accept help from trusted adults and recover from difficult moments more quickly. His curiosity, intelligence and sense of humour now shine through far more often than the behaviours that once defined his school experience.This September, Luke will transition to Berrylands School, where he will continue his education with the adults and therapeutic approach he already knows and trusts. Rather than starting again in an unfamiliar environment, he will be able to build on the progress he has already made.Luke's story is a reminder that behaviour is often a reflection of lived experiences rather than a child's potential. By providing consistency, understanding and a trauma-informed approach, we have helped him move from simply surviving each school day towards believing that education is somewhere he can succeed.

When Simon was referred to Forest Schooling UK, he was unable to consistently access mainstream education. His attendance had fallen to 30%, and even on a significantly reduced timetable he struggled to remain in the classroom for more than a few minutes before becoming overwhelmed by anxiety. Academically, he was working around four years below age-related expectations, particularly in reading, writing and mathematics.Simon joined our Alternative Provision, where our initial focus was on building trust, reducing anxiety and helping him experience success again through our outdoor, trauma-informed approach. As his confidence grew, one of our team successfully supported him back into his mainstream school, accompanying him throughout the day. With a trusted adult alongside him, Simon accessed learning calmly and without the visible anxiety that had previously prevented him from attending.Unfortunately, when this support was no longer available, Simon's ability to access mainstream education declined again. Rather than forcing a placement that was no longer meeting his needs, he continued attending our Alternative Provision while the local authority sought a specialist setting. During this time, he continued to make steady progress emotionally, socially and academically.Today, Simon is a pupil at Berrylands School, where he is thriving. His attendance has increased dramatically from 30% to 92%, reflecting the impact of being in the right environment with consistent relationships and specialist support. He is making excellent progress with his reading, is fully engaged in learning and approaches new experiences with confidence and enthusiasm.Beyond the classroom, Simon has become an important member of our school community. He has proudly worked alongside staff helping to build our shepherd's huts and furniture, developing practical skills, resilience and a genuine sense of ownership in his school. Simon has made friends and has regular playdates, something that didn't happen in his old setting.Simon's journey shows what is possible when a child is supported in an environment that understands their needs. With the right relationships, personalised support and an education built around strengths rather than barriers, he has rediscovered a love of learning and is now achieving both academically and personally.