Methods to Support Positive Behaviour in the Natural Environment
Creating an environment that nurtures positive behaviour in learners is crucial for fostering their holistic development, especially in natural environments such as Forest Schools. Unlike traditional classroom settings, the outdoors provides a dynamic and sensory-rich context where learners can engage more freely and explore at their own pace. However, this freedom also requires thoughtful guidance and methods that encourage positive behaviour while respecting the autonomy and individuality of each learner.
Rather than relying on punitive approaches or rigid structures, educators and mentors can use strategies such as reflection, aspirational language, learner-led activities, invitations, role-modelling, and mentoring to promote a positive learning environment. These methods encourage children to take responsibility for their actions, foster mutual respect, and build a sense of ownership over their learning experiences. In this article, we will explore each of these methods in detail and provide examples of how they can be effectively implemented in a natural environment.
1. Reflection
One of the most effective ways to support positive behaviour in a natural setting is through reflection, rather than punishment. When learners act in ways that disrupt the group or negatively impact their surroundings, punitive measures such as time-outs or reprimands may discourage them but rarely help them understand the root of their behaviour. Reflection, on the other hand, encourages learners to think about their actions, their impact on others, and how they might make better choices in the future.
In a Forest School, for example, if a child is throwing sticks recklessly, rather than punishing them, the facilitator might sit down with the learner to discuss why they were throwing the sticks, how that behaviour could potentially hurt others, and what alternative activities could channel that energy positively. Reflection provides the opportunity for dialogue, understanding, and personal growth, which is more likely to lead to lasting behavioural change than a simple reprimand.
Reflection can also be facilitated through group discussions or storytelling. For instance, after an activity, a group might gather in a circle to share what went well, what challenges they faced, and how they worked through difficulties. This reflective practice fosters emotional intelligence and self-awareness, enabling learners to better manage their behaviour in the future.
2. Aspirational Language
Language plays a crucial role in shaping behaviour. Aspirational language, which focuses on encouraging positive actions and reinforcing strengths, is much more effective than negative or punitive language, which can diminish a learner's self-esteem and motivation. When educators use aspirational language, they convey the belief that every child has the potential to succeed, which inspires confidence and encourages learners to meet higher expectations.
For example, instead of saying, "Don't run near the fire," a facilitator might say, "Let’s walk slowly and carefully near the fire to stay safe." This subtle shift in language emphasizes the desired behaviour rather than focusing on what not to do. By framing instructions in a positive, forward-thinking way, learners are more likely to respond cooperatively and internalize the behaviour being encouraged.
Aspirational language also empowers children by focusing on their abilities. Phrases such as “I believe you can handle this” or “You’ve got the skills to figure this out” reinforce a child’s capacity for problem-solving and independence, encouraging them to rise to the challenge rather than feeling discouraged or restricted by rules.
3. Learner-Led
In traditional educational settings, the teacher often leads the learning process by setting goals, providing instruction, and directing activities. In contrast, natural environments like Forest Schools benefit from a learner-led approach, where children are encouraged to take the lead in their own learning. This approach fosters independence, self-motivation, and a sense of ownership over their actions and decisions, all of which contribute to positive behaviour.
When learners are given the freedom to choose their activities, they are more likely to engage enthusiastically and stay focused. For example, instead of directing a group to build a specific type of shelter, a facilitator might allow the learners to decide what kind of structure they want to create and how they want to approach the task. This autonomy encourages problem-solving, collaboration, and initiative—skills that naturally foster positive behaviour.
Learner-led approaches also emphasize responsibility. When children are responsible for their own decisions, they are more likely to reflect on the consequences of their actions and make choices that benefit both themselves and their peers. This encourages a sense of accountability that can help prevent negative behaviour and promote a positive, cooperative learning environment.
4. Invitations
Another way to support positive behaviour in the natural environment is by offering invitations rather than imposing rigid structures. Invitations to explore or engage with materials and activities invite curiosity and personal choice, empowering learners to follow their interests and take ownership of their learning. This method encourages learners to approach activities with an open mind, fostering a sense of wonder and intrinsic motivation that can reduce disruptive or resistant behaviour.
For instance, rather than saying, “We’re going to make leaf rubbings now,” a facilitator might say, “I wonder what kinds of patterns we could make with these leaves? Would you like to try?” By framing the activity as an invitation, learners feel a sense of freedom to choose their level of participation, which can lead to more meaningful and self-directed engagement.
Invitations also create opportunities for exploration without pressure. In the natural environment, where learners are often presented with a wealth of sensory experiences and new stimuli, invitations encourage them to discover things at their own pace, deepening their connection to both the environment and their peers. This unpressured exploration helps to build positive associations with learning and reduces resistance or defiance that may arise from imposed tasks.
5. Role-Modelling
One of the most powerful ways to influence positive behaviour in learners is through role-modelling. Educators and facilitators in the natural environment can demonstrate respectful, responsible, and caring behaviour, providing learners with a clear example to follow. Children are highly perceptive and often imitate the actions and attitudes of the adults around them, so it’s crucial that facilitators model the behaviours they want to encourage.
In a Forest School, this might involve a facilitator showing how to use a tool safely, demonstrating how to listen respectfully to peers, or modelling calm behaviour when faced with challenges. For example, if a group is building a shelter and encounters a problem, the facilitator might calmly work through the issue, encouraging others to brainstorm solutions rather than becoming frustrated. This teaches learners that challenges are a natural part of the process and that patience and perseverance are key to success.
Role-modelling also extends to how facilitators interact with the environment. By showing respect for nature—such as picking up litter, handling plants gently, and observing wildlife without disturbing it—educators instil a sense of environmental stewardship in learners, encouraging positive, caring behaviour toward the world around them.
6. Mentoring Rather
Mentoring is another essential method for supporting positive behaviour, particularly in the natural environment. Unlike formal teaching, mentoring involves building a close, supportive relationship with learners, where the mentor guides, advises, and encourages the child through their learning journey. This relationship provides learners with a trusted adult who they can turn to for guidance, reassurance, and inspiration, which can have a significant impact on their behaviour and development.
In a natural setting, mentors can encourage positive behaviour by offering personalized support and feedback. For example, if a child is struggling with frustration during an activity, a mentor might step in to offer advice on how to manage those emotions, or suggest new ways to approach the problem. Over time, the mentor’s consistent, caring presence helps the learner build resilience and develop a positive attitude toward challenges.
Mentoring also provides learners with a sense of security and belonging, which is crucial for fostering positive behaviour. When learners feel valued and supported by their mentors, they are more likely to trust the adults around them and engage positively with their peers and environment. This relational foundation helps to create a positive, respectful learning atmosphere where learners are motivated to behave well and contribute to the group’s overall well-being.
Conclusion
Supporting positive behaviour in the natural environment requires a thoughtful, holistic approach that respects the individuality and autonomy of each learner. Methods such as reflection, aspirational language, learner-led activities, invitations, role-modelling, and mentoring create an environment where learners feel empowered, responsible, and engaged. These strategies encourage children to take ownership of their actions, reflect on their behaviour, and develop the skills they need to interact positively with their peers and surroundings.
By focusing on these positive, supportive approaches, educators and facilitators can foster a learning environment where children not only behave well but also thrive emotionally, socially, and intellectually. In the natural world, where freedom and discovery are central to the learning experience, these methods help learners develop into confident, responsible, and empathetic individuals, laying the foundation for lifelong positive behaviour.
