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3.1 & 3.2 , 3.3 Factors affecting the behaviour of Forest School learner
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Unit 3 3.1 & 3.2 , 3.3 Factors affecting the behaviour of Forest School learner
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3.1 & 3.2 , 3.3 Factors affecting the behaviour of Forest School learnerDescribe how external and internal impacts such as biology, environment, age, gender,
nutrition, education and disability can impact on social behaviour.
3.1
The Forest School approach believes that every participant’s experiences are unique and
according to Cree and Robb (2021) are based upon four key parts:
- our thoughts (head),
- our feelings (our heart),
- our actions (our body)
- our physiology (our body).
Furthermore, our direct experiences, relationships, sense of self, locus of control,
conditioning, culture, cognitive functioning, and biology… are all factors which influence our
behaviour and mind, body, and soul….
Some of these factors can be external triggers:
• the weather,
• temperature,
• light,
• sleep patterns,
• noise,
• and our sense of physical comfort.
Others are internal triggers:
• sense of security,
• wellbeing,
• life experiences,
• sense of connectiveness,
• confidence and self-esteem,
• hunger or dehydration.
Jo Benn-Day Level 3 Forest School Leadership. Unit 3
, 3.1 & 3.2 , 3.3 Factors affecting the behaviour of Forest School learner
Describe how external and internal impacts such as biology, environment, age, gender,
nutrition, education and disability can impact on social behaviour.
The Forest School approach surmises that behaviour is not simply a choice, but a result of many
different and complex factors which influence, affect, and interact. It believes that all behaviour
is a form of communicating our needs and feelings and is the outward symptom of underlying
difficulties.
The Hierarchy of Needs Pyramid (Maslow 1943) divide’s needs into five stages. Each need
must be satisfied before we can move onto the next:
Jo Benn-Day Level 3 Forest School Leadership. Unit 3
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