<p>This study investigates the role of Forest School (FS) as a model for inclusive education within a mainstream English primary school. Employing a mixed-methods case study, the research combined systematic observations using the Leuven Scale of Involvement with parent questionnaires and teacher interviews to examine differences in pupil engagement across FS, classroom, and playtime settings. Results demonstrate consistently higher levels of involvement during FS sessions compared with classroom lessons and recess, with particularly notable gains among students with special educational needs and disabilities (SEND). Triangulated qualitative data indicated improvements in children’s confidence, social interaction, and emotional well-being, further highlighting the holistic benefits of experiential outdoor learning. These findings suggest that FS offers a promising pedagogical approach for fostering inclusion in mainstream education. The study contributes to the growing empirical base on outdoor education by providing evidence of FS’s potential to support diverse learners, while also offering practical insights for educators and policymakers seeking to integrate nature-based learning within school curricula.</p>