At Muddy Roots, we recognize that every child is a unique individual with their own needs, rhythms, and ways of engaging with the world. We meet each child with curiosity, compassion, and care. That said, we also understand that a forest school environment may not be the right fit for every learner.

In certain situations, Muddy Roots Forest School reserves the right to pause enrollment or dismiss a student if necessary. This decision is never made lightly and may be considered in cases involving:

• Ongoing patterns of disruptive or harmful behavior

• Expressions of complex trauma that require outside support

• Academic or developmental needs beyond our program’s scope

These situations are approached with flexibility and thoughtfulness. Each case will involve collaboration between parents, educators, and school leadership to ensure decisions are made with the child’s best interest in mind.

What Counts as Disruptive Behavior?

Examples of behavior that may disrupt the learning environment include:

• Requiring one-on-one attention for extended periods

• Hurting others physically or emotionally (or self-harming behaviors)

• Disrespecting peers, materials, or the natural environment

• Consistently disregarding group agreements and classroom norms

• Ignoring teacher guidance or safety expectations

• Using aggressive language or threats toward others

• Repeated use of inappropriate or unsafe language

Our Approach to Navigating Challenging Behaviors

The forest offers a naturally calming and inspiring space that nurtures growth, empathy, and self-regulation. Our days include regular circle time and reflection, giving children and teachers space to listen, share, and connect. Kindness—to nature, to others, and to oneself—is at the heart of all we do.

Support Strategies We Use

• Consistent Boundaries: We create a predictable and respectful environment where all children feel safe to explore and express themselves.

• Kindness Agreements:

  • I am kind to nature.

  • I am kind to others.

  • I am kind to myself.

• Conflict Resolution: Children are guided to solve disagreements through calm communication, with adult support as needed.

• Redirection & Reflection: When appropriate, we gently redirect behavior and offer support in making different choices.

• Calming Techniques: If needed, we provide space for a child to take a break using grounding tools like deep breathing or quiet observation.

• Family Communication: We partner with parents to understand each child’s needs and support their well-being both at school and at home.

• Group Conversations: We address group dynamics with empathy and openness, helping every child feel heard and included.

Age-Appropriate Behavior Support

With Younger Students:

• Observe with care and minimal intervention

• Approach at eye level and describe what’s happening in clear, simple terms

• Acknowledge all feelings and model empathy

With Older Students:

• Facilitate respectful dialogue through guided discussions

• Encourage active listening, emotional expression, and peer understanding

Communication with Parents

At Muddy Roots, we believe that open, ongoing communication with families is key to supporting each child’s growth. Teachers will keep parents informed about behavioral concerns through regular check-ins and formal reports when needed.

Zero Tolerance Policy

Muddy Roots Forest School maintains a zero tolerance policy for bullying, intentional aggression, or any behavior that puts others at risk. If such behavior occurs, the child will be calmly separated from the group, and both parents and school leadership will be notified immediately. In some cases, the child may be sent home.

Responding to Dangerous or Disruptive Behavior

When a child displays behavior that is unsafe or significantly disruptive, parents will be contacted the same day. We will work together to develop strategies for support and improvement. If concerning behaviors continue, we follow a three-step approach:

Step One: Incident Report
A teacher will document the behavior and how it was addressed. This report will be shared with the family to support understanding and consistency.

Step Two: Parent Meeting & Home Day
If multiple reports are made for the same behavior, parents will be asked to keep the child home for one day. During this time, an administrator will reach out to discuss a plan for moving forward with support.

Step Three: Enrollment Pause Meeting
If behaviors continue to impact the safety or well-being of the group, a meeting will be scheduled with the child’s teacher and an administrator to discuss a temporary pause in enrollment and to create a plan for successful reintegration.

Immediate Enrollment Pause

In some situations, a child’s behavior may require an immediate pause in enrollment. These behaviors include, but are not limited to:

• Dangerous actions that could cause harm to others

• Ongoing bathroom accidents without a medical explanation

• Inappropriate touching

• Intentional physical aggression or bullying

• Difficulty staying with the group, especially in outdoor settings where safety is critical

Academic or Behavioral Support Plan

At Muddy Roots, our goal is to help every child thrive in our unique, nature-based learning environment—while maintaining the safety and well-being of the entire group. When a child requires additional academic or behavioral support, we follow a thoughtful, collaborative process:

Step One: Initial Meeting

Parents will meet with teachers and school leadership to discuss observed challenges and co-create a personalized support plan tailored to the child’s needs.

Step Two: Pause for Evaluation

If the initial support plan does not lead to meaningful progress, we may recommend a temporary pause in enrollment. This allows space for further evaluation and exploration of additional resources.

Step Three: Reintegration Plan

After evaluation, a follow-up meeting will be held to review findings and develop a plan for successful reintegration. If it becomes clear that the forest school setting is not the best fit, we will work with families to explore alternative educational options.

Conditional Enrollment

For students with known learning differences or additional needs, parents may be asked to submit relevant documentation prior to the school year. Progress will be monitored regularly, and support strategies will be adjusted as needed through ongoing communication and scheduled meetings.

If at any point it becomes evident that the forest school environment is not supportive of a child’s growth, we will engage in open, compassionate dialogue about more suitable alternatives.