A growing number of empirical research studies outline the benefits of the forest school approach in educational settings through the documentation of the progression of the social, emotional and physical well-being of participating children. However, recent publications claim that earlier studies lack robust research approaches. It is argued that forest school is currently under-theorised in outdoor education and there is a need to deepen the research-based understanding of this approach. This paper explores the Bio-Ecological (Bronfenbrenner 1979; Bronfenbrenner and Morris 1998, 2006) model as a framework that may be applied to research regarding the forest school approach to ensure that it is rigorous and robust in its approach to the collection and analysis of the empirical data. This paper outlines how future research may record the child's voice through the consideration of their cultural context for future forest school practice.