We are qualified outdoor educators. We are trained to use therapeutic skills and strategies. We are parents and carers. Our Wild Soul Woods practitioners come from a variety of person-centric and wellbeing focused professional backgrounds. 

 

We are NOT accredited therapists. 

 

We HAVE undertaken specialist training which you can find out more about in our website bios.

 

We have consulted directly and extensively with therapists, both as parents and as Wild Soul Woods practitioners. We have invited speech & language therapists and occupational therapists into the woods to advise our team. We have direct support from clinical psychologists and psychiatrists and we have been implementing the following strategies successfully since 2021:

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PACE: Playfulness, Acceptance, Curiosity & Empathy

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PACE is a therapeutic framework designed to support the development of positive and healthy relationships using a light-hearted and emotionally literate communication approach.

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It is a game-changer and we model it for parents and families during our sessions. 

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Emotional Literacy

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Emotional Literacy, sometimes called Emotional Intelligence (EI), is actually a bigger predictor of success than IQ! Being emotionally literate means you can understand and manage your own emotions while also being in tune with how others feel. The five key elements of EI are self-awareness, self-regulation, motivation, empathy, and social skills. In our sessions, we focus on naming, validating, and supporting the management of all emotions. This not only creates a safe and nurturing space, but also helps participants build the social skills they need to connect with others, which is crucial for their future mental health and wellbeing.

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Trauma-Informed Approach

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Many of our young people arrive at our sessions with experience of trauma. We implement a trauma-informed approach by making sure we do the following:

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• Create safe spaces (emotionally and socially)
   

• Actively listen and validate emotions
   

• Communicate clearly any expectations and invitations
   

• Provide low demand offers & invites to empower individuals
   

• Avoid further harm by being mindful of individual triggers

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We are particularly aware of the impact of PDA (Pathological Demand Avoidance) and it’s presentation as both a trait or neurodivergence and as a trauma-response. 

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We have successfully supported many young people with ‘a PDA profile’ to access social and learning opportunities, by ensuring we offer scaffolded, low-demand opportunities with safe adults. 

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Nature-based Interventions

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Spending time engaging with natural spaces - whether exploring woodlands or planting seeds - has been shown through an increasingly overwhelming amount of scientific research to have a hugely positive impact on wellbeing. Studies indicate that just being in natural environments reduces stress, lifts your mood, and improves your ability to focus by lowering cortisol levels and promoting relaxation. 

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These activities also support physical health by encouraging outdoor movement, while helping reduce symptoms of anxiety and depression. Research (and our experience!) also highlights that engaging with nature helps build social connections, boosts self-esteem, and provides a sense of accomplishment, contributing to long-term mental and emotional resilience.

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Play

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Play is powerful. It gives kids (and adults!) a safe way to express big feelings, make sense of tricky experiences, and build confidence. Through play, we learn how to solve problems, connect with others, and regulate emotions—all without it feeling heavy or forced. It’s a natural, healing way to grow stronger, feel more in control, and just be ourselves. True ‘play’ should, by definition, be without purpose and unstructured. However, we have also found that facilitating group games - including cards, board games and sporting activities - provides a vehicle for anxious young people to practice communication skills and start to make connections in a really low demand, safe way. 

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Social Skills

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We know that social connection is a key element of well-being and positive mental health. In our sessions, we support anxious and neurodivergent young people and families to build connections with others. Social skills are developed in a gentle, relaxed way—through shared experiences, play, and time in nature. 

 

We create a safe, accepting space where young people can be themselves, which helps real connection grow. There’s no pressure to perform or fit a certain mould. Instead, we support communication and teamwork through activities that feel natural and fun. We model positive interactions, offer clear and kind guidance, and let relationships develop at each young person’s own pace. It’s all about building confidence, not conformity or compliance.

 

We use language scaffolding where necessary to support a young person’s developing social skills. In the hierarchy of social skills development, developing self-esteem and self-awareness comes before being able to hone conversational language or friendship interactions. This means we recognise that how a young person perceives themselves impacts hugely on how they are able to interact. 

 

By supporting them to build a positive sense of self through risk-taking and achievements, we are also contributing to their growing ability to interact and communicate effectively and appropriately with their peers. 

 

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Strength-based Approach

 

We are a neuro-affirming organisation. We do not promote the idea that we have ‘superpowers’, nor do we refer to differences as ‘disabilities’. The term ‘autism’ is incredibly vague, while ‘ADHD’ includes several different ‘types’. 

 

We simply support each individual to develop and reach their own goals, through identifying and nurturing strengths. We refer to ‘differences’ and encourage and support open conversations relating to our needs, and strategies that can help manage anything that has become problematic.

 

Some of our families choose not to pursue labels or diagnoses, while many others have found relief and support in these communities. Some of our families have chosen to pursue EHCPs and alternative education pathways, while others have deregistered their young people completely and chosen home education.

 

Whatever your journey, the support we offer is focused on making sure you feel accepted, safe, and that your strengths are identified and valued. 

 

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The Honourable Harvest

 

The Honourable Harvest, shared by Robin Wall Kimmerer (a distinguished Indigenous biochemist, writer, and professor), comes from Indigenous wisdom and teaches us to see the land as kin—something we’re in relationship with - not just something to take from. It’s rooted in the values of many Indigenous cultures, where there’s a deep respect for the earth and a belief in caring for the land for future generations. In our sessions, we encourage young people to ask permission, take only what’s needed, and always give back. This approach helps them feel responsible for the world around them and nurtures their sense of self, giving them a deeper understanding of their place in the world. It’s a powerful way to foster respect, purpose, and care, both for nature and for themselves.

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STARS Curriculum​​