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This PhD research was conducted in two (10 place) resource provision units attached to mainstream primary schools in the NW England. Children with an official diagnosis of autism were allocated places by the LEA.
Both schools had regular Forest School provision, which was delivered differently. Children in the unit, their parents/carers and unit staff and school SLT were interviewed about their Forest School experiences.
The responses yielded a rich data set which formed several themes and dichotomies, proving that regular Forest School is impactful within school but the ripple effect is far reaching.
Suitable for EYFS, Primary and Secondary
