Supporting kids to connect with nature, each other and themselves…
…through outdoor play, scientific inquiry, and the lively arts.
To give you an idea…
Full Circle Forest School is a nature-based mentoring program for children age 6-12.
We meet Mondays weekly in all types of weather to play, explore and connect.
We operate year-round in four 10-week seasons. Each season includes a celebration to share the forest magic with families, and grow our sense of community.
Rooted in a child-led philosophy, our days are shaped by curiosity, creativity, and discovery. Whether building shelters, painting with mud, telling stories, or listening to the wind rustle through the leaves, we follow the natural rhythms of the land and those who walk it.
Come rain or shine,
we gather to nurture resilience,
joy, and freedom in the wild.
Supporting Social-Emotional & Practical Skill Building
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We use Core Routines from Coyote Mentoring, such as sit spot, imitating animal forms, telling our story of the day, mapping, tracking, journaling, and sharing gratitude to deepen connection with ourselves, others, and the natural world. We often incorporate these routines through collaborative games and making art!
These core routines support growth in empathy, deep listening, joy & vitality, developing the quiet mind, heightened awareness, compassion, and a sense that we each have gifts to give and receive.
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Stories can help us make sense of the world. We share stories that address social challenges, seasonal tales, cultural myths and legends, and emergent stories from our time on the land. At the end of each day, we gather to share our experiences of the day — what we all enjoyed, what challenged us, and what we look forward to next time. This supports growing emotional intelligence and builds confidence in self-expression. Sometimes, we use this time to talk through any difficulties and think together about how we can learn from our struggles. We also use this time to hear each other’s “stories of the day,” and reflect on what we learned and observed in nature throughout the day.
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Our goal is to support your child while also helping them learn how to solve problems and gain confidence in their abilities to communicate with clarity and care for themselves and other people, even in tense situations. We see conflict as an opportunity for growth. We respond with curiosity and care, supporting children to express needs, name feelings, and find collaborative solutions. When necessary, we will involve families in the process.
We continually conduct risk and hazard assessments. Children help set the simple, positive guidelines that keep everyone safe and included—like staying within agreed-upon boundaries, participating in the rhythms of the day, and welcoming different sensory and social needs. This gives children a voice and supports understanding of our interdependence as a community.
We request and revisit these simple agreements throughout the seasons:
We take care of ourselves.
We take care of each other.
We take care of the earth.
If a child’s words or actions result in harm to themselves or others, staff will step in with care to keep everyone safe. Physical intervention is a last resort and always done respectfully, with explanations and care afterward.
Please see the Handbook for Families for specific policies and procedures related to fire, knife, weather, rough play, and climbing safety. At forest school we work with “perceived risk” such as, slacklining at low heights, balancing on rocks and trees, getting muddy.
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We learn primitive skills such as fire building, knife skills like whittling and chopping vegetables, weaving, braiding, sculpting, bushcraft, shelter building, paint-making, foraging, and tracking.
We aim to engage children within their “zone of proximal development,” that is to say, at the edge of their capability where the challenge is fun and not disheartening. When your child feels frustrated or stuck, staff encourage peer support and/or then gently step in to help. We use a “growth mindset” strategy when responding to your child’s performance or the product of their effort. We focus on praising effort, impact, and noticing growth, rather than just saying “good job” or giving value judgements. Peer mentoring is encouraged wherever possible to support a sense of competence and mastery.
Please find safety policies related to fire and knife skills in the Handbook for Families.
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Our approach is inspired by developmental theory and nature connection research, to support holistic growth through free play, hands-on experiences, cooperative games, and open-ended guidance with tools and natural materials.
We offer a gentle daily rhythm that honors a slower pace—one that holds space for reflection, wonder, and meaningful connection.
Through keen observation, storytelling, acting, puppetry, singing, and seasonal celebrations, we strengthen a sense of belonging, cultural understanding, and deepen relationships.
We are here to nurture your child’s natural curiosity and social skills in a caring, and empowering environment.
At the heart of our ethos is a deep reverence and care for all beings.
Environmental Impact and Sustainability Plan
We practice respect and reverence for the land we gather on, and acknowledge our impact. We’re committed building relationships with the land and its more-than-human inhabitants through observation, gratitude, honorable harvesting, and “leaving no trace.”
This plan supports our commitment to creating a vibrant, thriving learning environment that models care for the land and all its inhabitants, while inspiring the next generation of stewards.
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Fire Area
Current: Not yet established.
Goal: Create one central fire area with open fire pit and cob oven, surrounded by log seating, on flat ground under an open canopy or in a clearing, ideally over invasive plants to reduce impact on native flora.
Actions:
Build a cob oven for warmth and cooking, reducing firewood use.
Organize a border of large stones around the fire area.
Utilize fallen trees to create log seating.
Use firewood sourced sustainably from a neighboring tree business.
Completely burn and extinguish fires before leaving the site.
Use small “leave no trace” camp stoves if needed elsewhere to prevent scorching the soil.
The cob oven is made of clay, straw, and sand, and can be disassembled and composted when no longer in use.
Ecological considerations:
Prevent soil compaction by spreading wood mulch in heavily fott trafficked areas around the fire circle.
Mulch also minimizes slipping hazards.
Managed by: Forest School Leaders.
Timescale:
Year 1: Build and begin using cob oven.
Year 2: Assess ground impact; add pathways or mulch as needed.
Year 3: Maintain and possibly compost or rebuild cob oven if degrading.
Cooking
Current: Plan to build cob oven before program start.
Goal: Leave no trace of food on the land.
Actions:
Designate a specific food prep area near the cob oven.
Collect all food scraps for composting off-site to avoid attracting wildlife.
Dispose of packaging and food waste off-site daily.
Wash dishes off-site to minimize food residues.
Managed by: Forest School Leaders.
Timescale: Ongoing.
Tree Play
Current: Mixed forest with young trees, older hardwoods, evergreens, and some ash affected by emerald ash borer.
Goal: Use only dead wood for building, climb strong branches safely.
Actions:
Prune dead branches and address hanging limbs for safety.
Teach children how to assess branch strength and safety to minimize damage to trees.
Leave some dead wood areas undisturbed to support wildlife habitat.
Create bug hotels and birdhouses to offset impact of hazard mitigating tree-work.
Managed by: Forest School Leader, arborist and children.
Timescale:
Year 1: Collect dead branches for dens and pathways; establish climbing guidelines, and continually assess trees for hazardous limbs.
Collecting Wood
Current: Plenty of deadwood and windfallen branches; access to local arborist for firewood.
Goal: Use dead wood judiciously to protect wildlife habitat.
Actions:
Import firewood from local arborist to reduce site depletion, and prevent spread of disease and pests.
Consider sunlight, shrub habitats, and den locations to minimize disturbance to natural habitat.
Managed by: Forest School Leaders and children.
Timescale:
Year 1: Collect dead branches.
Year 2: Assess areas that have been sourced for kindling & structure building.
Year 3: Replace rotted wood with strong ones. Source kindling and dead wood from different areas to avoid depleting areas.
Collecting Natural Materials
Current: Abundant invasive and common plants such as plantain, garlic mustard, dandelion, clover, wood sorrel, and black caps.
Goal: Use site plants for food, crafts, medicine while practicing honorable harvest.
Actions:
Harvest invasives to protect natives and create space for pollinators.
Develop a children’s garden for forest school snacks, pollinator plants, and to nurse young native trees & shrubs.
Managed by: Forest School Leaders, children, community.
Timescale:
Year 1: Document plants present on the land. Locate and prepare a garden area.
Year 2: Compare plant availability. Tend and upgrade garden.
Year 3: Continue or adapt harvesting based on plant status. Continue to use garden to increase biodiversity and to harvest for forest school use.
Pathways
Current: No formal paths.
Goal: Create defined paths to reduce trampling and soil compaction.
Actions:
Use dead branches to visually mark paths.
Add mulch, stepping stones, or logs in muddy spots.
Ecological considerations: Protect habitat and reduce damage in wet areas.
Managed by: Forest School Leader and children.
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Deadwood Management
Current: Some dead trees require monitoring and removal.
Goal: Reduce risks from unstable trees and limbs.
Actions:
Fell hazardous dead trees or limbs.
Use felled wood as habitat or building materials.
Managed by: Forest School Leader
Timescale: Ongoing; safety checks at each session.
Tree DiversityCurrent: Mixed young forest with maple, oak, ash, poplar, white pine, dogwood. Some disease impact.
Goal: Maintain diversity and monitor tree health.
Actions:
Avoid importing firewood from far distances to reduce pest risk.
Plant new native varieties and improve shrub layer.
Managed by: Forest School Leader.
Timescale:
Year 1: Identify key protection zones.
Year 2: Implement changes.
Year 3: Evaluate impact.
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Involve Children in Habitat Creation
Goal: Create and protect habitats for insects, birds, and other wildlife.
Actions:
Build bug hotels, birdhouses, and maintain pollinator gardens.
Create signage or other methods to protect wildlife habitat areas from foot traffic.
Monitored by: Forest School Leaders.
Timescale:
Year 1: Select habitat areas.
Year 2: Expand or adjust efforts.
Year 3: Evaluate habitat effectiveness.
Community Engagement
Goal: Share conservation work with families and community.
Actions:
Host volunteer service days and celebrations.
Use before-and-after photos to demonstrate impact.
Apply for grants to fund habitat and planting projects.
Managed by: Forest School Leader, children, families, broader community.
Timescale:
Year 1: Engage children in documentation - notice the who, where, why, when & how of our forest.
Year 2: Invite families to planting and other stewardship events.
Year 3: Celebrate progress and share successes.
Do you want to learn more?
Send us a message if you have a question, or if you would like to apply for the upcoming season.
Would you love to contribute to our vision to serve under-resourced families?
Donations directly support our scholarship fund.
Meet your nature mentors
Laura Lee Jones has enjoyed working alongside children in Nature Connection Mentoring for the past six years, with a background in the visual arts, and music. Her mentoring style is deeply inspired by Jon Young’s Coyote Mentoring. She also brings a deep commitment to practicing non-violence in action, speech, and thought.
Laura is a mother, step-mom, and dog-steward to an 8 year old human, an 18 year old human, and 2 year old therapy dog. She also co-guides adult courses in communicating with care. She is trained and certified in Wilderness First Aid and CPR, and holds a Bachelor's Degree in Fine Arts, and a Forest School Level 3 certification from the Forest School Association, UK.
Emily DiPaola has her Bachelor’s degree in Elementary Education, and is a licensed massage therapist. Working within traditional and non-traditional educational realms for ten years, she has experience in Montessori Education, Special Education, after-school programs, and tutoring. Mentoring teens at nature-based Rite of Passage retreats, being a guide for canoe and hiking trips in the Adirondacks, and leading bicycle clubs for kids have been some of her favorite work. She is a student of non-violent communication, and cares deeply about authentic connection between people and the natural world. Emily is trained and certified in Wilderness First Aid and CPR.
What caregivers say about our work with children…
“Emily & Laura each bring their own special magic to working with kids. Their presence, sense of wonder, and openness to silliness make them incredible guides for young people.” ~ Adair Finucane, social worker, mom, and more
“Working with Laura has been a true gift for me and my family. Her passion for community and land-based learning has helped us feel a deep sense of belonging here on Turtle Island. Through her encouragement to explore different places, we’ve built weather resilience, and learned to embrace and enjoy nature in all seasons. Thanks to her gentle guidance, we’ve overcome our fear of unfamiliar forests, which have now become part of our family and weekly rhythms.” ~ Paola Macas Betchart, Artist, Educator, mother, and more
“Emily is an excellent team member and great model for anyone who works with children. We worked together at a Montessori school. She understood the children’s sense of interest and taught them about the world that surrounds them. With their sense of wonder she would bring the children to explore in the wooded area alongside the school, teaching them storytelling, art, and music.” ~Inauris Hernandez, teacher