Co-Regulation in Forest School – Guiding Emotional Growth Together
Introduction
Co-regulation is at the heart of every Forest School session. It’s the process through which leaders and children manage emotions together, creating an environment of trust, calm, and growth. In this episode of The Forest School Podcast, Lewis and Wem unpack the principles of co-regulation, inspired by their reflections on The Co-Regulation Handbook. They share practical insights and stories that highlight the profound impact of this approach on both children and leaders.
What is Co-Regulation?
Wem begins by defining co-regulation as “the give-and-take of emotional management. It’s about leaders and children working together to create balance.” Unlike self-regulation, which focuses on managing one’s own emotions, co-regulation is relational. Lewis adds: “It starts with us. If we’re not calm, it’s almost impossible for the kids to be calm.”
Co-regulation is especially important in a Forest School setting, where the unpredictable nature of the outdoors can amplify emotions—whether it’s the excitement of finding a frog or the frustration of failing to light a fire.
The Leader’s Role in Co-Regulation
A key theme in the episode is the responsibility of leaders to model emotional regulation. Wem explains: “Children are like mirrors. If we’re frazzled or impatient, they pick up on that. But if we’re steady and grounded, it gives them the space to find their own calm.”
Lewis shares a personal example: “There was a session where everything was going wrong—kids were arguing, the fire wouldn’t start, it was chaos. I realised I needed to pause, take a deep breath, and reset. Once I did, the energy of the group shifted too.”
This highlights a central principle of co-regulation: leaders set the tone, and their emotional state directly impacts the group dynamic.
Building Trust Through Co-Regulation
Wem emphasises that co-regulation isn’t just about calming a situation—it’s about building trust. “When we respond to a child’s big emotions with empathy instead of frustration, we’re showing them they’re safe. That safety is the foundation for everything else.”
Lewis agrees, noting that this trust allows children to take risks and embrace challenges. “In Forest School, kids are constantly stepping out of their comfort zones. Knowing they have a calm, supportive leader gives them the confidence to try new things.”
Practical Tips for Co-Regulation
The episode is rich with practical advice for leaders looking to implement co-regulation in their sessions:
Regulate Yourself First:
“Take a moment to check in with yourself,” Wem advises. “If you’re feeling overwhelmed, take a few deep breaths or step away briefly if possible.”Acknowledge Emotions:
“Don’t dismiss a child’s feelings,” Lewis says. “Saying, ‘I see you’re upset,’ can be incredibly powerful.”Use Predictable Routines:
“Routines help create a sense of stability,” Wem explains. “When kids know what to expect, they’re less likely to feel anxious.”Engage the Senses:
Lewis suggests using sensory experiences to help children regulate: “A handful of leaves, the sound of the wind, or the warmth of a fire can all be grounding.”Be Patient:
“Co-regulation is a process,” Wem reminds listeners. “It’s not about fixing emotions instantly—it’s about being present and supportive.”
Challenges and Growth
The hosts acknowledge that co-regulation isn’t always easy. “It can be exhausting,” Wem admits. “There are days when you feel like you’re running on empty.” However, they also stress that these moments are opportunities for growth—for both leaders and children.
Lewis reflects: “Every time we model co-regulation, we’re teaching kids skills they’ll carry for life. We’re showing them how to navigate emotions, not just suppress them.”
A Broader Impact
The conversation concludes with a reminder that co-regulation extends beyond individual sessions. Wem observes: “When we practice co-regulation in Forest School, we’re creating a ripple effect. Children take those skills home, to their schools, to their communities.”
Lewis adds: “It’s not just about the woods—it’s about building a world where people understand and support each other emotionally.”
Conclusion
Co-regulation is more than a technique—it’s a way of being that fosters connection, trust, and resilience. By practising co-regulation, Forest School leaders create spaces where children can thrive emotionally and socially. As Lewis and Wem show us, it’s a journey worth taking—for the benefit of both leaders and learners.