“I think that we should, but I don’t think that we can”: what school staff think about adventurous play at schools in England
Year: 2025
Type: article
Abstract: Adventurous play is increasingly recognised as important for children’s health and development. Schools act as gatekeepers for children’s opportunities for regular, outdoor, adventurous play during breaktimes (recess). In this study, we interviewed 13 school staff working in England to find out what they thought about adventurous play happening during breaktimes in schools. Our aim was to describe the core barriers and facilitators of adventurous play in English schools. Semi-structured interviews were conducted with a range of school staff across a range of school roles. Data were analysed using reflexive thematic analysis. Four themes were developed: Risk, Valuing and supporting play, Resources and School policy and practices. We also noted that culture existed as an important backdrop to all of these themes. Findings are discussed in relation to school and societal level change that is needed for all children to have opportunities to engage in adventurous play in school, overcoming inequalities in access outside of school.
Authors: Rachel J. Nesbit, Kate Harvey, Helen. F. Dodd
Institutions: University of Exeter, University of Reading
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Funder: UK Research and Innovation
Award: G1369047018
OpenAlex ID: W4409712795