You may remember him from one of the Voices of Growth videos, laughing with real affection along with fellow FTHub Guides and Practitioners. Bridges. David builds bridges.
David Barrett grew up surrounded by nature in the UK, near Windsor, where he spent his days exploring the nearby forest, playing, exploring with friends. As an adult, he spent years in London and Tokyo, yet always found himself “gravitating” towards green spaces.
His passion lies in redefining education through forest therapy, weaving self-agency, ownership, and the role of the environment into this approach. A true pioneer in blending Forest Bathing with education, David has not only witnessed transformation but has led it, driven by the power of collaboration with other forward-thinking practitioners.
Nature and Education, choice and ownership
“I’m really interested in connecting forest bathing and therapy with education. Through FTHub training, I found fascinating parallels with educational theory and best practices. The FTHub Method, grounded in Csikszentmihalyi’s Flow theory, aligns with creating deeply engaging activities, a focus I bring into my classroom—where students lose track of time, fully immersed in creative writing, open-ended math problems, or research. This resonates deeply, as does the value of self-agency in both learning and forest bathing; both thrive when there’s choice and ownership.
“The learning environment, often called the “third teacher” in education, plays a crucial role in forest bathing as well. Thoughtful selection of spaces—like areas rich with pine trees—parallels how we craft environments for impactful learning. The teacher’s role is also similar: creating a safe space, planning intentionally, then stepping back as a facilitator, letting participants and students take ownership.
“Joseph Cornell’s emphasis on play within forest walks highlights the value of fun, which also enhances learning by quieting the ego and allowing for full immersion. Observing these parallels between FTHub’s approach and educational theories was enlightening, and connecting with the FT Hub community, especially through collaborative projects, has been an inspiring journey.
“What captivates me most is how forest therapy and education intertwine; it’s like a new philosophy on teaching. It’s a beautiful shift in how we approach being in front of a class”.
Live in Japan
“When I was living in Japan, I was studying Japanese in my early 20s, and during the evenings I did different types of work including teaching. I really enjoyed the connection with people. It’s a very creative and rewarding job. I worked at a large state school in London for a number of years and then I’ve been very lucky to work at a number of international schools, including schools in Japan. I’m currently working in Switzerland. It’s a very big international school, with 4,500 students from 130 different nationalities. It’s the oldest international school in the world. It’s the birthplace of the international baccalaureate.
“I think in Japan is where I really developed a deep understanding of our connection with nature. I think it’s really part of the Japanese psyche about this whole understanding of living in harmony with nature. I was working right in the heart of Tokyo, Shibuya. It is the busiest part and you would find these little, these little shrines. So I would often go off at lunch times and find these little places just for quiet. There were sanctuaries of tranquility”.
“In Japan I learnt about the concept of ichi-go ichi-e, which is essentially the idea of treasuring that moment, so as you’re sat underneath the cherry blossoms, you really just should enjoy it. The next day the rains could come, the wind could come, it could wash away the cherry blossom. So it’s just really being in that moment and I think this is really the essence of forest bathing as well”.
“I was introduced to Shinrin Yoku for the first time when I was living in Japan. I had the chance to go up to northern Nagano which was where the first Shinrin Yoku trails were established. So it was an amazing experience.
“These beautiful beech forests covered in snow for the winter months, and then when the snow melts you have this beautiful lush area. I’ve tried to experience it over ever since then”.
Nature at school
“The school I’m working at now has sustainability as one of its four main pillars in the strategic plan. There’s a strong focus on helping students connect with nature, especially with the younger ones, aiming to build their appreciation, respect, and sense of responsibility for our planet.
“Here in Geneva, we’re lucky to be surrounded by mountains, lakes, and forests—it’s a beautiful environment with many opportunities for students to get outside.
“We actively promote outdoor learning, and, as a teacher, these are truly my favorite days—seeing students outside in the forest, engaging so differently. Often, students who face challenges in the classroom setting flourish when they’re in nature”.
“The school has also been very supportive, particularly with my training from Forest Therapy Hub (FTHub). I’ve been able to organize forest bathing walks for colleagues and trainee teachers, strengthening the connection to nature through my work as well.
“Throughout the year, we have forest days with students, filled with diverse activities. They might collect natural elements for art, create music from found objects, or do creative writing and poetry. Often, I’ll lead nature connection activities with the groups during these sessions.
“I’ve had the chance to do two amazing three-day immersions—one last summer in Slovenia with Manuela, and more recently in Latvia with Inga and Alex. Each was an incredible learning experience, spending time with like-minded people and deepening my connection with the FTHub community“.
Ph: Courtesy David Barret
