The Forest School Podcast

• Ep 220 - Is 'Leave No Trace' denying us a place in nature? with Danny English

  In this deep and meandering episode of The Forest School Podcast, Lewis, Wem, and storyteller Danny English explore the layered meanings behind the phrase “Leave No Trace.” What begins as a discussion on outdoor ethics soon becomes a rich meditation on ecological grief, language, pedagogy, woodland relationships, and what it means to belong to a place. Together, they question the cultural norms of tidying up, consider the impact of den-building, and reflect on how story can shift behaviour more meaningfully than rules. Danny shares his roots in experiential education, the story behind his book Tales of the Timeless Forest, and how he works through conflict using narrative. From philosophical musings on deadwood and dominance, to practical provocations for forest school practice, this conversation offers no easy answers—but plenty of fertile ground for reflection.⏱ Chapter Timings:04:00 – Danny’s story: from Ramsbottom to experiential education in the US08:10 – Bridging the gap between outdoor and mainstream education10:42 – “Using nature” vs “being with nature” – why language matters15:48 – The origins of Leave No Trace and its cultural framing19:31 – Dens, deadwood, and how much trace is too much?25:25 – Woodland management dilemmas and practitioner responsibility32:16 – Story as a tool for navigating complex moments with children38:22 – Emotional reactions to monolith beech trees – trace, grief, and care47:33 – Is ‘permissive ecology’ a useful metaphor for outdoor practice?53:04 – Post-humanism, story-sharing, and the joy of seasonal tales🌲 Keywords:Forest School ethics, leave no trace, outdoor education dilemmas, woodland management, ecological grief, forest school culture, language in practice, experiential education, deadwood ecology, storytelling for behaviour, deep ecology, gentle pedagogy, posthumanism, tree monoliths, forest school reflection🔖 Hashtags:#ForestSchool #OutdoorEducation #LeaveNoTrace #DeepEcology #NatureConnection #ForestSchoolPodcast #WoodlandManagement #ChildLedLearning #StorytellingInNature #ReflectivePractice #EcologicalGrief #ForestSchoolCommunity #NaturePedagogy #PostHumanism🌐 More Episodes & Support:Listen to more and access resources at ⁠www.theforestschoolpodcast.com⁠Support the show and join our community at ⁠www.patreon.com/theforestschoolpodcast⁠For questions, feedback, or collaboration: ⁠[email protected]

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• Ep 218 - Giants and Beasts with Ruth Webb

  In this joyful and wide-ranging episode of The Forest School Podcast, Lewis and Wem sit down with artist, activist and Forest School leader Ruth Webb. Known for her giant puppets, folk beasts and street processions, Ruth shares the rich history and creative power of giant-making in the UK. The conversation explores how these large-scale creations connect communities, invite activism, and spark playful engagement with the land. Ruth explains the cultural roots of British giants, the story behind Dartmoor’s legendary Crocken, and the making of the Rewilderbeest – a plant-loving folk beast built from local, foraged materials. Together they unpack the role of masks, puppets, and participation in outdoor education, activism and folklore. From the politics of taking up space in the streets to the logistics of giant storage, this episode will leave you inspired to dream big, build bigger, and involve your whole community in the creative process.⏱ Chapter Timings:00:00 – Hot BluTAC debates and meeting Ruth01:10 – Ruth’s journey: theatre, activism, Forest School and giant-making03:45 – The folk history of British giants and their political roots06:30 – Symbolism, community presence, and reclaiming public space11:10 – Introducing the Rewilderbeest: folk traditions, materials and land connection16:20 – Playful plant identification with the Rewilderbeest and engaging children21:40 – Masks, puppets and why words matter: breaking the third wall in folk performance29:45 – Crocken: Dartmoor legend, Right to Roam activism, and building community identity36:15 – Tips for community builds: low-skill entry points and meaningful materials41:10 – Storage solutions and keeping giants alive across the years🌲 Keywords: Forest School arts, community processions, British folk traditions, giant making, Dartmoor folklore, environmental activism, Rewilderbeest, Crocken, Right to Roam, outdoor theatre, creative community projects, folk puppetry, participatory art, mask-making, land connection, Forest School storytelling, outdoor education arts, child-led creativity🔖 Hashtags:#ForestSchool #OutdoorEducation #CommunityArt #GiantMaking #FolkTraditions #EnvironmentalActivism #ForestSchoolPodcast #Rewilderbeest #DartmoorGiants #RightToRoam #ChildLedLearning #OutdoorTheatre #ProcessionalArt #ForestSchoolCreativity #StorytellingInNature🌐 More Episodes & Support:Listen to more and access resources at www.theforestschoolpodcast.comSupport the show and join our community at www.patreon.com/theforestschoolpodcastFor questions, feedback, or collaboration: [email protected]

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• Ep 215 - Culture Soup and a Catch-Up

  In this joyful, wide-ranging episode of The Forest School Podcast, Lewis and Wem reunite to reflect on everything from folk rituals and land access to academic shifts and experimental puppetry. They share stories of Devon’s eccentric festivals, the power of whimsy, and the Supreme Court decision that restored the right to wild camp on Dartmoor. The conversation weaves through giant puppets, PhD plans, hosting badges, and the realities of holding space for community ritual while honouring individual autonomy. Lewis also discusses wearing a utility kilt in the woods—what inspired it, how it’s been received, and why it’s become more than just a fashion choice. Packed with laughter, cultural insight, and reflections on change, this episode is a celebration of curiosity, connection, and embracing the unpredictable.🎧 Chapter Timings:00:00 – Podcast returns: chaotic intros and nostalgic deep dives04:00 – Wem’s big news: starting a PhD in play at Forest School07:17 – Filling your cup: Lewis’ folk festival field trips08:57 – The Hunting of the Earl of Rhone and Devon’s wild traditions16:17 – Dartmoor rights: camping bans, community resistance, and the Supreme Court win26:05 – Giant puppets, rituals, and planning a white stag procession29:44 – Autonomy vs community: can you co-create and still be child-led?36:14 – Lewis’ kilt experiment: climate, agency, and unexpected advocacy43:54 – The hostess badge, patching crotches, and forest fashion48:00 – Books on the horizon and the future of the podcast🌲 Keywords: Dartmoor right to roam, Forest School podcast, folk traditions, Hunting the Earl of Rhone, giant puppets, child-led learning, community ritual, autonomy in education, whimsy and play, PhD research in play, forest fashion, utility kilt, patching clothes, woodland learning🔖 Hashtags:#ForestSchool #OutdoorEducation #RightToRoam #Dartmoor #ChildLedLearning #WhimsyMatters #CommunityRitual #ForestSchoolPodcast #GiantPuppets #PlayBasedLearning #LandAccess #NatureBasedEducation #FolkTraditions #EducationalAutonomy #UtilityKilt🌐 More Episodes & Support:Listen to more and access resources at ⁠www.theforestschoolpodcast.com⁠Support the show and join our community at ⁠www.patreon.com/theforestschoolpodcast⁠For questions, feedback, or collaboration: ⁠[email protected]⁠

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• Ep 214: Consistency is a Myth

  In this episode, Lewis and Wem dig deep into the concept of consistency—a term often upheld as sacred in education and parenting, but is it all it’s cracked up to be?They explore the tension between consistency of routine vs consistency of relationship, how being overly consistent can lead to masking (for both adults and children), and why the pressure to deliver the same experience every time is unrealistic—and possibly unhelpful.From donkeys at the sanctuary to dopamine in disrupted routines, this is a wide-ranging, honest conversation about autonomy, vulnerability, and the stories we tell ourselves about being “good” educators.Whether you’re new to Forest School or 10 years in, this one might just shift how you think about planning, presence, and being truly learner-centred.🧭 Topics Covered:Consistency of output vs consistency of intentionHow routine can become oppressiveThe moral undertones of “being consistent”Attachment, co-regulation & modelling emotional honestyWhy inconsistency can be a giftCultural pressures to be habit-forming machinesHow we frame expectations for ourselves and our learnersSoft skills, autonomy, and agency in outdoor educationReal talk about what consistency demands in unpaid labour🔗 Listen Here:🌲 Spotify → Forest School Podcast on Spotify🍏 Apple → Forest School Podcast on Apple🌐 Web → www.forestschoolpodcast.com📺 YouTube → Watch the episode on YouTube📬 Get In Touch:💬 Instagram: @forestschoolpodcast📧 Email: [email protected]📌 Tags & Keywords:#forestschool #outdooreducation #childledlearning #consistencyvsintention #processoverproduct #relationshipfirst #softskills #emotionalintelligence #naturebasedlearning #educationphilosophy #forestschoolleaders #neurodiversityaffirming #coachingnotcompliance #autonomyineducation #honestteaching #vulnerabilityineducation

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• Ep 213: Is making kids tidy up a part of Forest School?

  In this episode, Lewis and Wem are joined by Justine from Curious and Kind Nature Play in Florida. The conversation began when all three spoke at a webinar hosted by Peter Gray and quickly turned into a shared curiosity around the tensions of tidying up in play-based education.This is not a how-to guide. It is a rich exploration of roles, expectations, neurodivergence, community care, and the invisible moral weight we place on children when it comes to cleaning up. Whether you model tidying, mandate it, ignore it entirely, or wrestle with it daily, this episode invites you to reflect deeply on what your approach communicates about power, responsibility, and play.🟩 Chapter timings00:00 Welcome and pizza oven distractions01:00 How Lewis and Justine connected02:00 Justine introduces Curious and Kind Nature Play05:00 Florida’s funding for home educators06:30 Structures that support flexibility and autonomy10:00 Opening the conversation on tidying12:00 Justine’s approach to winding down and cleaning up14:00 Community care and shared spaces16:00 When tidying up becomes adult-directed20:00 Individualism and shared responsibility22:00 Executive function and play endings25:00 Shifting roles as facilitators27:00 Play residue and resource placement30:00 Who defines tidy33:00 Visual cues and neurodivergence36:00 Long sessions and timing pressures38:00 Tidying as moral pressure or community practice40:00 Role of the facilitator and equity in expectations43:00 The notice and do approach48:00 When tidying inhibits play and creativity50:00 Regret, repair, and adult reflection53:00 Adult overwhelm and honest communication59:00 Pine needles and closing thoughts60:00 Where to find Justine and Curious and Kind

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