Journal of Adventure Education & Outdoor Learning· 2026Q1
Inherent or intentional? Conceptualising intergenerational forest school practice according to practitioners’ perspectives
- 0citations
- Q1SCImago
- 2026year
Short summary
Forest school practitioners conceptualize intergenerational practice in three distinct ways: deliberately connecting generations, viewing it as inherently inclusive, or acknowledging the need for specific considerations regardless of intent.
AI-generated from the title and abstract; the full text is not read.
Key points
- Practitioners hold varied views on what constitutes intergenerational forest school practice.
- Three main conceptualizations emerged: deliberate connection, inherent inclusivity, and necessary considerations.
- The study interviewed nine practitioners across different UK settings.
- Reflexive thematic analysis was used to identify themes.
AI-generated from the title and abstract; the full text is not read.
Abstract
Forest schools have become increasingly common globally and in the United Kingdom, and many forest school providers offer intergenerational sessions. However, there is a lack of clarity regarding how forest school practitioners conceptualise and operationalise intergenerational practice. In this qualitative interview study, we sought to understand the perspectives of nine practitioners across the UK who run intergenerational forest school sessions in different settings, following different criteria. Using reflexive thematic analysis, we developed three themes which reflect the practitioners’ varied understandings of what constitutes intergenerational practice: deliberately connecting two generations for the benefit of both; forest school is inherently intergenerational and innately inclusive; and whether inherent or deliberate, some considerations are needed. This study is amongst the first to explore how intergenerational forest school practice is understood and carried out and aims to encourage forest school practitioners to reflect on how intergenerational interactions appear, or are cultivated, in their own settings.
The authors' abstract, as published at the source. Journal of Adventure Education & Outdoor Learning, 2026 · DOI ↗
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Field: Human Factors and Ergonomics
Human Factors and ErgonomicsSocial Sciences