Movement, Risk, and the Power of Context in Forest School

Introduction
How we move, play, and interact with the world around us is shaped by the spaces we inhabit and the opportunities they provide. In this episode of The Forest School Podcast, Lewis and Wem, joined by guests Andrew and Gill, explore movement variability, the role of risk assessment, and how environmental affordances shape behavior. It’s a rich conversation about embracing complexity, fostering confidence, and creating spaces for exploration.

Rethinking Risk and Movement
The discussion begins with a critique of traditional views on movement and safety. Andrew observes: “A lot of what we think about safe movement comes from outdated ideas, like keeping your back perfectly straight or avoiding deep squats. These rules often come from industrial logic rather than what’s best for the body.”

Wem reflects on how these ideas play out in Forest School: “We see it all the time—kids being told not to climb, jump, or balance because it’s ‘too risky.’ But when we let them explore those movements, they build strength, confidence, and resilience.”

The Value of Movement Variability
A central theme is the importance of movement variability—learning to adapt and respond to different environments. Gill explains: “When we train the same movement over and over, like a perfect squat, we’re not preparing our bodies for the real world. Real-life movement is messy and adaptable.”

Lewis adds: “In the woods, every surface is different—logs, rocks, uneven ground. That variability is a gift. It teaches kids (and adults) to be more robust and confident in their movements.”

Affordances in the Environment
The concept of “affordances” is a key focus. Andrew explains: “Affordances are the opportunities a space provides for action. A tree might afford climbing, while a stream might afford jumping or balancing. The more skills you develop, the more affordances you see.”

Wem highlights how this connects to Forest School: “For kids who are used to being outdoors, the woods are full of possibilities. But for those new to nature, it can take time to see those affordances. That’s why exposure and practice are so important.”

Overcoming Barriers to Play
The conversation also addresses barriers to play, particularly for those unfamiliar with outdoor environments. Gill shares: “We often see kids (and adults) hesitating because they’re afraid of breaking something or getting hurt. But once they realise that nature is robust, they start to relax and explore.”

Lewis reflects on how this mindset shift can be transformative: “The first time someone throws a rock or climbs a tree and realises they won’t break anything, it’s liberating. It’s like rediscovering the joy of movement.”

The Role of Adults in Encouraging Exploration
The hosts and guests discuss how adults can create supportive environments for exploration. Gill notes: “It’s about giving permission—not just verbally but through how we set up the space and respond to kids’ actions. If we’re constantly saying, ‘Be careful,’ it sends a message that the world isn’t safe to explore.”

Wem agrees: “Sometimes the best thing we can do is step back and let kids take the lead. They’re incredibly good at finding their limits when given the chance.”

Building Confidence Through Play
A recurring theme is the power of play to build confidence and skills. Andrew shares: “Play begets play. The more kids explore, the more they learn about what they can do and what the environment offers. It’s a positive feedback loop.”

Lewis adds: “It’s amazing to see how kids’ confidence grows over time. A child who hesitates on their first day might be climbing trees and balancing on logs by the end of the term.”

Conclusion
Movement, risk, and play are deeply interconnected. By embracing variability, recognising affordances, and creating supportive environments, Forest School leaders can help children (and adults) rediscover the joy of movement and the confidence it brings. As Lewis, Wem, Andrew, and Gill remind us, the world is full of opportunities for exploration—we just need to give ourselves permission to engage with them.