Connection to each other and nature as the foundation for learning
Kim Simpson shares the story of the birth of Free Spirit Forest and Nature School, a space for outdoor education, community building, and nature connection in her contribution to the first issue of the Novitas Magazine.
Free Spirit Forest and Nature School (FSNFS) is a place where we nurture connections with ourselves, others, and the natural world. We are a not-for-profit, community-based program that provides outdoor educational and experiential programs for children aged 4–12. Students typically join us one day a week, spending the majority of the day outside, immersed in nature regardless of the weather or the season, where learning is unhurried.
Our mission is to foster rich outdoor learning experiences for kids using a whole-child approach that not only develops a deeper connection with nature but also a sense of belonging. We believe that each child has the capacity to connect with nature in a meaningful way. FSFNS is a place where we understand that play and learning are synonymous. As a complement to or in place of classroom learning, we believe all children should be able to learn in local forests, creeks, beaches, and mountains with skilled mentors who understand the power of play and child-directed, emergent learning.
The birth of a school grounded in nature connection
Our first day of Forest School was in March 2016. It was a Wednesday, and we had 7 or 8 students coming for the day. It was arguably the coldest, snowiest day of the year. I can vividly remember breaking trail through thigh-high fresh snow while trying to follow some animal signs with a small group of children thinking that it would never catch on, but the day was epic! The students loved it, coming back week after week.
At the time, this kind of educational program was a “new” offering in our community. I put “new” in quotations because I want to be abundantly clear that learning from the land and being connected to nature is not a new idea that FSFNS has created. These ideas have long existed in the way that Indigenous people, intact cultures, and communities have lived and continue to live as the original caretakers of this land that we humbly live and work on. FSFNS has immense gratitude to the Anishinaabeg, Haudenosaunee, and Huron-Wendat peoples, as well as the Saugeen Ojibway Nation. We are dedicated to honouring Indigenous history and culture and are committed to moving forward in the spirit of reconciliation and respect with all First Nation, Métis, and Inuit people.
That first day took place on 86 acres of land in Collingwood, Ontario that used in the summer months for camp by Free Spirit Tours. Jennie Elmslie approached us with the idea of starting a program in Collingwood, and so began the work of Free Spirit Forest and Nature School!
My partner Matt and I met in 2012 at Teacher’s College, both coming with extensive backgrounds in nature connection, education, and working with children and youth across Canada. After travelling and teaching abroad, we continued our work with Free Spirit Tours through guiding and their summer camp, so it was a natural extension to start offering weekly programming for kids in the community.
We started small by offering programming one day per week, but as interest grew, we found ourselves running five days a week within the first two years of operation. At that point, both Matt and I took a leap of faith, left our other jobs, and were able to make Forest School our full-time employment. To this day, I’m often in disbelief that this is my job.
During the pandemic, there was a surge of interest in fresh-air learning, and our program tripled its enrollment—seemingly overnight! We expanded our locations and now have programming in three additional nearby towns. We have 12 incredible staff members and have also expanded to offer additional programming like our adult and child program, camps, PA days, and adult workshop series.
We are now in our 8th year of programming and have learned quite a bit along the way. There’s a lot of behind-the-scenes work, and ironically, I now spend a lot of my time indoors in front of the computer, trying to keep things on track. But my favourite days are those spent in the forest, playing with kids, and learning alongside them.
Removing barriers to nature connection
In 2019, our school decided to become a not-for-profit company. This decision was fueled by a desire to put the kids first and increase accessibility to programming. As a non-profit, we are able to host bi-annual fundraisers that contribute to our bursary funds, which provide tuition relief for kids in the community who need it most. We resolve every day to recommit to doing what we can to root out barriers to participation in our programming and the outdoors and to move towards a more just and equitable community and organization.
We also have business sponsors that contribute to the funds, as well as providing balance for the sliding-scale tuition costs that we offer to each family without reservation. We really do believe that all children deserve the right to access nature-connection programs.
Rethinking what it means to get an “education”
At FSFNS, we spend as much time as possible outside. We move slowly, at the kids’ own pace, letting them direct the majority of the day’s activities—a largely emergent, student-led curriculum, if we could even call it a curriculum. As an organization, we see ourselves as a complementary program that supports however people choose to approach education, whether it’s in the modern public school system or home education.
There are some important differences between FSFNS and the modern education environment that most of us grew up with. Instead of classes, we have Core Routines and Core Competencies that are largely inspired by the seasonal changes and the natural flow of the year. Our days are child-led, with a strong belief in and understanding of the value of play. Because, let’s face it, play really is synonymous with learning, and there are enough studies out there to prove it.
When asked about a typical day, we laugh. Our days are anything but typical. The main pillars of our program are centred around connection—connection to oneself, to others, and to nature but every day looks and feels different than the one before.
Story catchers and question askers
I think one of the most beautiful things that happens at FSFNS is the way that relationships have space to develop, not only between the students but also between students and mentors. It feels like there’s an equal playing field for everyone without the clear delineation between teacher and student that we often see in classrooms.
Of course, our mentors are responsible for keeping children safe, and we carry the adult burden of knowing and anticipating the logistical flow and preparation for the day, but students have the opportunity to exercise their sense of autonomy and agency as they are actively involved in the ways that their day can unfold. They choose how they want to engage and participate. Often, they will arrive with their own passions in hand, or we’ll simply follow their natural curiosity throughout the day. We often joke that the role of the teacher is to sometimes just know when to step out of the way, especially when we’re following and supporting the child’s lead.
As a mentor, one of our main roles is to be co-conspirators in play. We value the process over the product, and we’re really intentional about collaborating with students. We do our best to make sure that all voices are heard and valued. This can certainly feel like a big shift from other spaces that might typically exist in the world for children, and it’s not easy to do. When we’re able to remove authoritarianism from our child-adult relationships, it changes the way that children are able to show up. When we’re able to hold a space where each child can fully be themselves, it’s nothing short of magic. Fostering relationships grounded in respect is magic, and when children are included and involved, they feel empowered, excited, and understood. What more does anyone want (or deserve?) than to be fully seen, valued, and respected?
We’ve also found that students are more invested in adhering to co-created guidelines and “rules” (i.e., tool use and knife safety) when they’re involved in creating them. If we want children to be actively involved in our community at large, we have to support their involvement along the way. They need safe opportunities where they can exercise critical thinking, problem-solving skills, and leadership skills.
Of course, there’s gentle mentoring that exists while working through problem solving or finessing social situations and conflicts. But when students are actively involved in their learning and in control of the direction of play, the experience sticks a little deeper; things feel a little more meaningful. Relationships are real, trust is gained, and empathy and respect for others pour out too. This transfers to how we treat others outside of FSFNS and into the community. It’s a really beautiful thing.
We often talk about reciprocity in nature and the symbiotic relationships that exist within it. I think it’s quite true for adult-child relationships, too. Arguably, we’re learning more from them than they are from us! They have a certain point of view that many adults have lost touch with over the years. We were once told that in a nutshell our jobs as nature-connection mentors are to be story catchers and question askers. I try to keep that in the back of my mind throughout the day.
Centering people over profit
Free Spirit Forest and Nature School is a business, but there aren’t many of us here who have a background in business management! Maybe that’s for the best, because we all really value being in and feeling connected to our community. Where we need to, we hire or lean on local experts (i.e., our lawyers or our incredible accountant—thanks, Colleen!). We’ve learned a lot of lessons along the way. Throw in a global pandemic and navigating ministry guidelines too; it sure has been a pretty wild ride over the past eight years.
There are obvious business expenses and general operating costs that exist. FSFNS is a certified living-wage employer, and we’re proud to be able to offer competitive wages and benefits to our employees. It’s important to us that our staff know that they are valued members of our community, so we want to make sure they are compensated fairly. This helps doubly because our mentors are able to continue their employment with us, building lasting relationships with parents and students.
Choosing to become not-for-profit was an important moment for us because it has allowed us to make decisions in the best interest of the community and people, rather than trying to make a profit. We have a vision of seeing all kids in nature. By using sliding-scale tuition and offering our bursary program, we are practicing economic solidarity; we’re cooperating with all FSFNS families to create a more equitable and inclusive community. I am proud to say that we have never had to turn anyone away!
It seems what we may have lacked in business know-how, we made up for with experience in building community. It certainly helps that we know a lot of people who are willing to lend a hand! We have leaned on friends and community partners. We have gotten better at asking the wider public to support us when they can. And we love to give back to the community by offering low-cost or free community events when we’re able to.
The importance of nature connection
When I was young, I played outdoors all the time. Nature was part of my daily life. I might not have known the specific names of plants or animals in that world, but I knew that trees were towers to be climbed, bushes were secret hideouts, and creeks were full of catchable critters. Many of those woods are gone now, but the memories have taken root, and I am the person, teacher, and naturalist I am today because of those magical days of play and connecting outdoors.
Nature connection is different for each person, but at its heart, we see a nurtured relationship with the natural world. This connection is about actively engaging with nature through sensory awareness and observation, which invokes a sense of belonging. For some folks, it’s camping or hiking. It could be gardening or walking the dog. Maybe it’s fishing, sitting on the porch, or by a window when it’s raining. It involves not only an appreciation of being in nature but also a deeper sense of the interconnectedness of all things. And what’s more, when folks experience and connect with nature, they’re more likely to live in ways that benefit the Earth and the greater community. It’s that classic saying that we can’t protect what we don’t know.
There are ample studies that highlight the endless benefits of how nature-connection programs help develop the whole child: socio-emotional, physical, and cognitive skills. Students typically experience an increase in their confidence, capacity to learn (motivation, understanding, and concentration), communication, problem-solving, social skills, physical literacy, and emotional well-being. This positive impact on a child causes a ripple effect throughout the community, as children bring this knowledge and experience to their homes and wider social networks.
Centering on nature connection helps shape the future caretakers of our community: nature-connected kids become nature-connected adults, and the world can use as many people as possible who deeply know the land they grew up on and are inspired to protect it.
We believe the desire for connection with the natural world is innate to all of us. It’s a brilliantly simple concept that is so profound and beneficial. It can be a source of inspiration, joy, and even a profound spiritual experience. You can feel it for yourself within just ten minutes of being outside. I know I can.
– KS
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