Children’s connection to nature: A comparison between forest school and conventional school students

This study explores connection-to-nature (CtN) among primary-school children attending Forest School (FS) and conventional school settings amid growing concerns about nature disconnection in urbanized, technology-driven societies. As opportunities for engagement with nature decline, schools may play a critical role in providing exposure. This study explores whether children attending FS differ in their cognitive, affective, and behavioral dimensions of CtN compared with peers in conventional schooling, addressing a gap in empirical research on associations between FS educational contexts and children’s CtN. Using a quantitative cross-sectional design, validated survey and visual instruments were administered to children in rural primary schools in Israel- two FSs and one conventional public school. Across instruments, FS students reported higher levels of CtN, reflected in stronger environmental awareness, emotional affinity with nature and protective behaviors. Contributions to FS research are discussed and directions for further research clarifying the nature of associations between FS contexts and student’s CtN.