Forest school pedagogy can benefit children’s holistic development. The immersive nature context provides a highly engaging and sensory-rich experience that benefits all types of learners. The play-based and child-led environment of a forest school creates numerous opportunities for experiential and kinesthetic learning to take place, which ultimately supports academic learning. Forest school can support neurodivergent learners who may have challenges in a traditional classroom by providing them with opportunities to develop their adaptive life-skills, emotional regulation and socialize with peers at a stress-free, self-governed pace. By situating learning within a novel environment, where the traditional boundaries of traditional schooling are stripped away, children are presented with the opportunity to not only develop their innate skill sets, but also reflect on their own educational experiences. This allows for them to construct transferrable knowledge and develop understanding between multiple contexts. A study, by Cordiano et al. (2019), highlights the benefits of non-traditional early childhood education in supporting students’ academic, and social-emotional preparedness for the formal schooling to follow. Researchers studied student populations from both a high-quality traditional preschool and a high-quality nature-based preschool. They evaluated the impact on social-emotional growth and school readiness. The results found that both high-quality early childhood education modalities met developmentally appropriate benchmarks, showing measurable growth in all developmental domains and overall school readiness. These results underscore the benefits of nature-based, early childhood education and show promise for students’ academic, social, and emotional preparedness for the formal schooling to follow (Cordiano, et al., 2019).