Forces shaping educational policy: institutionalizing Forest School as a case of grassroots-to-state dynamics

Processes of institutionalization shape whether and how innovative pedagogical models become durably embedded within education policy systems. This study examines how grassroots educational initiatives negotiate legitimacy within diverse governance and cultural contexts, using Forest School (FS), a global outdoor education movement, as a comparative case to explore how such initiatives become recognized, supported, and regulated within national education systems. Drawing on neo-institutional theory, the study uses qualitative data from 38 teacher trainers across 15 countries to analyze cross-national variation in the degree and configuration of institutionalization. Two questions guide the analysis: (1) What similarities and differences do trainers perceive in the degree of FS institutionalization across countries? (2) How do trainers perceive the factors shaping policy recognition, professional support, and regulatory arrangements for FS within education systems? The findings show that institutionalization is uneven and context-dependent, emerging through distinct configurations of grassroots initiative, professional mediation, and state involvement rather than governance structure alone. Middle-out actors, particularly trainers, play a critical role in translating local practices into policy-relevant frameworks. By tracing variation in institutionalization, the study advances debates on how grassroots educational innovations navigate formal systems while offering practical insights for policymakers and advocates.