This research paper aims to explore a forest school education setting within the North West of England, and the impact that forest schools have on a child's mental health and wellbeing. The epistemological position of the research is that of a constructivist, which allowed the participants to further expand on thoughts, feelings and behaviours within the study. The study uses an ethnographic approach, utilising observation, field notes, interviews, and photography to collect interpretative data. Ethnography was chosen as the preferred method of study due to the research suggesting observation when researching alongside children is beneficial, and the literature also suggested a gap in research in forest school as ethnographic studies. Forest school sessions have been prevalent in the UK for several years now, originating in Scandinavia, and now being utilised in several countries around the world. Long term forest schooling sessions are suggested to improve mental health, and wellbeing of children, young people, and adults. Ethical considerations have been made throughout regarding keeping children, and other participants anonymous throughout. Informed consent forms have been completed by the participants. The children in which will be within the research are familiar with the researcher, as they have close contact already with the school.