Protecting Play: Making Time, Space and Permission in Schools

It’s no secret that our kids need a recalibration – less time on screens and more time being physically active and socially connected.

Being physically active and socially connected is also known as playing.  

The importance of unstructured outdoor play in childhood is backed by decades of research, yet we continue to treat unstructured play in schools as a luxury, not a necessity nor a right. In late 2024, the Australian Council for Health, Physical Education and Recreation released a National Position Statement on the Importance of School Recess for Active Play. At first glance, this might seem unnecessary, but the reality is that in many schools, meaningful opportunities for play have been eroded.  

Space, permission and time

To engage in play, kids simply need space, permission and time, yet these three elements are being incrementally reduced in schools without consideration of the negative impacts on students’ behaviour, learning, and physical health and wellbeing.  

Unlike early childhood centres, where play space per child is protected by national regulation, there are no such requirements for primary or secondary schools.

Many students already have limited access to adequate outdoor play space, but when schools require additional classrooms, play spaces are often the first to go.

Most high schools offer little to no play opportunities for students and any sporting facilities are often dominated by the oldest and most athletic boys. The transition into high school is very challenging for year 7 students (aged 11 and 12) and this is exacerbated by having nowhere to play and nothing to play on in break times.

While lots of schools are within walking distance of a local park, they are left unused due to logistical barriers (supervision) or liability concerns. 

Risk perception vs. reality

In an effort to eradicate all risk of injury, many primary schools have introduced strict rules around play – no running, no cartwheels, no chasing, no swings, no monkey bars, even no soccer penalty shots – which is essential to healthy physical and perception development.

And many kids don’t have the space or time to explore this type of play outside of school hours.

I am yet to understand why schools and parents are willing to accept injury risk in competitive sport (concussion, broken bones, etc.) but over-estimate the level of injury risk and have no tolerance for it in the playground. 

Playtime must be protected

The time allocated to recess and lunch play is also unmandated, leaving it susceptible to erosion. Some schools are already prolonging the amount of time that children must sit and eat, reducing play time.

Despite research consistently demonstrating that breaks for active, unstructured play support learning, reduce behavioural issues, promote creativity, resilience and self-regulation in children, we still see the old-fashioned approach of taking away play time as a form of punishment and behaviour management.   

The issue of restricted play is often exacerbated in wet and very hot weather. In both situations many schools encourage students to stay inside, and some even provide screen-based activities during recess and lunch breaks. Considering how many days of the year are very hot or wet, the impact adds up.

While we West Australians might consider rain an extreme weather event, children across the northern hemisphere seem to manage to play through rain showers. Rather than keeping children inside, we need to provide shade and shelter outside and enough of it for all kids to play. Where that is not possible, different scheduled break times need to be introduced. 

Let’s listen to the research – and the kids

Any adult who has spent six hours in a conference knows that break times and fresh air are vital to being in an alert learning state. We know it, the research demonstrates it, and the kids tell us how they need more play opportunities – particularly in high schools.  

If we truly value kids’ learning, health and happiness, we must stop treating play as optional. By working together as educators, parents, policymakers and community leaders we can ensure that time, space and permission to play become a right, not a reward, for every student.