Rooted in Regulation: Reflections on Behavior, the Brain, and Belonging in Forest School
- Kathryn Owens
- Jul 12, 2025
- 4 min read
This reflective piece explores how behavior, co-regulation, and emotional development are deeply shaped by the natural world, weaving neuroscience, restorative justice, and Indigenous-rooted practices into a Forest School approach that centers connection, curiosity, and care.
There’s something about watching a child crouch quietly beside a beetle on the trail that rewires your sense of urgency. In Forest School, we don’t ask children to sit still—we invite them to tune in. And when we do, something remarkable happens. Their behavior shifts. Our behavior shifts. And the relationship between brain and body, between nervous system and environment, begins to tell a deeper story.
As educators working in Colorado’s prairie grasslands and riparian wetlands, we notice that the open air and wide sky create space not only for physical movement but for emotional spaciousness. The natural world softens edges. Research supports this intuitive understanding: natural environments reduce stress and cortisol levels, aiding in emotional regulation (Li & Sullivan, 2016). The sensory complexity of an outdoor classroom—bird calls, mud underfoot, shifting light—stimulates the parasympathetic nervous system, helping children settle more easily into self-regulation.
Parasympathetic Nervous System Activities
Sit spots – Quietly sitting together in a chosen natural place, observing birds, wind, or water, fosters calm attentiveness and deepens sensory integration.
Mindful breathing with natural elements – Blowing dandelion seeds or watching leaves flutter as you breathe together helps sync breath and nervous system regulation.
Walking barefoot or slow “fox walks” – Moving slowly and silently with intention, especially on earth or grass, enhances proprioception and soothes the vagus nerve.
Nature-based storytelling or song circles – Singing rhythmic songs or sharing gentle nature tales around a tree or campfire creates co-regulation and social safety.
But behavior isn’t just an individual neurological response—it’s deeply relational. As Siegel and Bryson (2010) emphasize in The Whole-Brain Child, the brain is a social organ. Our actions and emotional states affect others, especially children, through the mirror neuron system. When we as adults remain calm, grounded, and responsive, children’s nervous systems mirror that state, paving the way for co-regulation. This means that a sigh of frustration, a quickened pace, or even our posture communicates something to young learners before we ever speak a word.
This becomes particularly clear when we reflect on our own presence. The land teaches us to slow down, to breathe before reacting, to listen before speaking. When we pause before jumping in during a conflict over a stick or pinecone, we model patience. We trust the children to work things out. And when we do need to step in, we do so not with commands but with curiosity: "What do you think happened here?" or "What does your body feel like right now?" In doing so, we’re supporting the development of interoception and metacognition—key components of emotional literacy (Craig, 2009).
We also draw from the roots of restorative justice, a practice deeply grounded in Indigenous wisdom and traditions upheld by communities of color for generations—particularly the work of Fania Davis and her leadership in applying restorative practices in youth and education settings. In our Forest School sessions, we apply these principles in ways that are developmentally appropriate for early childhood. When conflict arises—for example, when two children struggle over a shared log or disagree over the 'rules' of a pretend game—we gather together in a talking circle. Each child is invited to share how they feel and what they need, while others listen with presence and respect. Educators model nonjudgmental language and reflection, asking questions like, “What can we do to make it right?” or “How can we care for each other moving forward?” This approach shifts our focus from punishment to repair, from blame to belonging. It roots our learning space in justice and care, honoring the radical, relational practices that precede institutionalized education models.
Supporting positive behavior in the natural environment doesn’t rely on sticker charts or timers. Instead, it’s about building relationships, routines, and rhythms. Morning circles under the cottonwoods, songs before lunch, sit spots to reflect—these rituals ground children in predictable structure while honoring their autonomy. We borrow from coyote mentoring strategies (Young et al., 2010) to guide children subtly through stories and questions, encouraging connection without controlling outcomes. These gentle nudges keep curiosity alive while reinforcing group cohesion.
Importantly, the natural world itself does much of the regulating work. It offers children multiple entry points to reorient: the wind on their cheeks, the crunch of dried grass underfoot, the cool shadow of a cottonwood trunk. These are not just poetic images—they are sensory anchors that help rewire stress responses and build resilience. Neuroscience tells us that consistent access to sensory regulation in childhood builds stronger neural pathways for executive function and emotional balance (Panksepp, 2007; Gillen et al., 2022).
And so, we reflect not just on how to shape children's behavior, but how to better understand what that behavior is telling us. Each outburst, withdrawal, or sudden sprint is a signal. When we view behavior as communication rather than compliance, we begin to meet the child where they are—not where we expect them to be.
Forest School offers more than a model—it offers a mindset. One rooted in trust, curiosity, and co-regulation. One that honors the biology of the brain and the wisdom of the earth. And ultimately, one that reminds us that every interaction is a chance to rewire—not just the child's brain, but our own.
Do you feel more regulated in nature?
Yes, I'm more able to regulate as a caregiver & connect
Yes, when I'm alone in nature
Yes, I notice it helps my child(ren)
No, I don't find it helps me or my child(ren) regulate
References:
Craig, A.D. "How do you feel — now? The anterior insula and human awareness." Nature Reviews Neuroscience, vol. 10, no. 1, 2009, pp. 59–70.
Davis, Fania E. The Little Book of Race and Restorative Justice: Black Lives, Healing, and US Social Transformation. Good Books, 2019.
Gillen, Julia, et al. "Outdoor Play and Brain Development: Exploring the Evidence." International Journal of Early Childhood, vol. 54, no. 2, 2022.
Li, Dongying, and William C. Sullivan. "Impact of Views to School Landscapes on Recovery from Stress and Mental Fatigue." Landscape and Urban Planning, vol. 148, 2016, pp. 149–158.
Panksepp, Jaak. "Play, ADHD, and the Construction of the Social Brain: Should the First Class Each Day Be Recess?" American Journal of Play, vol. 1, no. 1, 2007, pp. 55–79.
Siegel, Daniel J., and Tina Payne Bryson. The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child’s Developing Mind. Bantam, 2010.
Young, Jon, Ellen Haas, and Evan McGown. Coyote’s Guide to Connecting with Nature. OWLink Media, 2010.
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