“Children are precious cargo; we don’t let them take any risks!”: Hearing from adults on safety and risk in children’s active play in schools: a systematic review

Abstract

Background Understanding determinants of children’s outdoor play is important for improving low physical activity levels, and schools are a key setting for both. Safety concerns shape children’s opportunity to play actively outdoors, therefore, this qualitative evidence synthesis aimed to i) examine adult (e.g., parent, teacher, yard supervisor, principal) perspectives on safety and risk in children’s active play during recess in elementary and/or middle schools, and ii) identify how safety and risk influence playground supervision and decision making in this setting. Methods Six electronic databases were systematically searched in March 2021, with an updated search in June 2022. Records were screened against eligibility criteria using Covidence software, and data extraction and synthesis were performed using predesigned coding forms in Microsoft Excel and NVivo. Framework synthesis methodology was employed, guided by a conceptual framework structured on the socio-ecological model (SEM) and affordance theory. Results From 10,370 records, 25 studies were included that represented 608 adults across 89 schools from nine countries. The synthesis identified 10 constraining and four affording factors that influenced whether school staff were risk-averse or risk tolerant during recess, and, in turn, the degree to which children’s play was managed. Constraining factors stemmed from fears for children’s physical safety, and fear of blame and liability in the event of playground injury, which shaped parent, school staff and institutional responses to risk. Interrelated factors across SEM levels combined to drive risk-averse decision making and constraining supervision. Emerging evidence suggests children’s active play in schools can be promoted by fostering a risk tolerant and play friendly culture in schools through play facilitation training (e.g., risk-reframing, conflict resolution) and engaging stakeholders in the development of school policies and rules that balance benefits of play against potential risks. Conclusions Findings show several socio-cultural factors limited the ability of school staff to genuinely promote active play. Future work should seek to foster risk tolerance in schools, challenge the cultural norms that shape parent attitudes and institutional responses to risk in children’s play, and explore novel methods for overcoming policy barriers and fear of liability in schools. Trial registration PROSPERO registration: CRD42021238719.

“And I still remember it to this day”: A qualitative exploration of retrospective memories of school-based recess

“…Through a developmental lens, this finding may suggest that children who took risks during play may have better adapted to challenges [ 34 , 35 ]. Risky play often involves vigorous PA, boundary testing, and skill mastery [ 34 , 36 ] leading to physical benefits, as well as the development of emotional resilience and self-confidence through an increase in ability to assess risks, make judgments, and cope with fear and uncertainty [ 34 , 35 ]. Self-efficacy may increase as children become more proficient in navigating these situations.…”

“…Some research and policies have shifted from physical injury prevention [ 44 , 45 ] to promoting risky play for social and emotional health [ 34 , 36 ]. Yet, despite benefits, risky play has been declining over time [ 34 ], with parents, teachers, and supervisors expressing uncertainty about the safety of their children [ 46 , 47 ].…”

Outdoor learning across the early years in Australia: Inconsistencies, challenges, and recommendations

“…There can be safety, staff ratio and class management concerns associated with leaving the bounds of a classroom (Oberle et al, 2021;Van Dijk-Wesselius et al, 2020). Aversion to perceived risk-taking and litigation concerns associated with experiences beyond classroom boundaries can also deter OL implementation (Hyndman, 2021;Jerebine et al, 2022;Shume & Blatt, 2019). A critical consideration for teachers is time constraints within an overcrowded curriculum, combined with heavy content demands and an emphasis on measurable academic results (Harris & Bilton, 2019;Patchen et al, 2022;Waite 2019).…”

The Influence of Motor Competence on Broader Aspects of Health: A Systematic Review of the Longitudinal Associations Between Motor Competence and Cognitive and Social-Emotional Outcomes

“…For the purpose of the present review, we do not refer to any type of structured physical activity (i.e., exercise or sport), but specifically refer to physical activity tailored to prepare and support skill acquisition (‘deliberate preparation’, or ‘fundamental movement skill intervention’) [ 10 , 34 ], whereas spontaneous physical activity is largely unstructured, freely chosen and characterized by exploration [ 35 ]. Both physical activity domains are proposed to have a crucial role in eliciting cognitive and social-emotional development, with free-play offering an autonomous child-directed context and structured practice providing a platform whereby children engage in cognitively challenging play [ 29 , 36 ].…”