Change of School Playground Environment on Bullying: A Randomized Controlled Trial

Abstract

OBJECTIVE: To investigate whether increasing risk and challenge in primary school playgrounds influences interactions between children. METHODS:In a 2-year cluster-randomized controlled trial, 8 control schools were asked to not change their play environment, whereas 8 intervention schools increased opportunities for risk and challenge (eg, rough-and-tumble play), reduced rules, and added loose parts (eg, tires). Children (n = 840), parents (n = 635), and teachers (n = 90) completed bullying questionnaires at baseline, 1 (postintervention), and 2 (follow-up) years. RESULTS:Intervention children reported higher odds of being happy at school (at 2 years, odds ratio [OR]: 1.64; 95% confidence interval [CI]: 1.20-2.25) and playing with more children (at 1 year, OR: 1.66; 95% CI: 1.29-2.15) than control children. Although intervention children indicated they were pushed/shoved more (OR: 1.33; 95% CI: 1.03-1.71), they were less likely to tell a teacher (OR: 0.69; 95% CI: 0.52-0.92) at 2 years. No significant group differences were observed in parents reporting whether children had "ever" been bullied at school (1 year: P = .23; 2 years: P = .07). Intervention school teachers noticed more bullying in break time at 1 year (difference in scores: 0.20; 95% CI: 0.06-0.34; P = .009), with no corresponding increase in children reporting bullying to teachers (both time points, P ≥ .26).CONCLUSIONS: Few negative outcomes were reported by children or parents, except for greater pushing/shoving in intervention schools. Whether this indicates increased resilience as indicated by lower reporting of bullying to teachers may be an unanticipated benefit.

A Systematic Review of Research into the Impact of Loose Parts Play on Children’s Cognitive, Social and Emotional Development

“…Three of the included studies examine LPP interventions which introduce recycled scrap materials to the playground (Bundy, Wyver, Naughton, Engelen, & Tranter, n.d.; Farmer et al, 2017; Hyndman et al, 2014b). The duration of this type of scrap intervention ranged from 7 weeks to 1 year.…”

“…Both the study by Bundy and colleagues (2016) and the study by Farmer and colleagues (2017) adopt ‘cluster-randomised’ designs, where the random allocation of participants to intervention or control group occurred at the level of the school, rather than individual children. The Hyndman, Benson, Ullah and Telford study used a quasi-experimental design, with an intervention group and a matched control group (Hyndman et al, 2014b).…”

The association between chronic bullying victimization with weight status and body self-image: a cross-national study in 39 countries

“…This age‐related decline in school bullying could be explained in part by two hypotheses: (1) the number of older pupils with opportunities to bully decreases with age; and (2) potential victims (usually younger students) are getting more socially skilled ( Smith, Madsen & Moody, 1999 ). The hypotheses indicate that modified playgrounds with increased opportunities for risk and challenge ( Farmer et al, 2017 ), and early skill training when younger students start school ( Smith, Madsen & Moody, 1999 ) could help lessen school bullying.…”

Peer Review #1 of "The association between chronic bullying victimization with weight status and body self-image: a cross-national study in 39 countries (v0.1)"

“…This age-related decline in school bullying could be explained in part by two hypotheses: 1) the number of older pupils with opportunities to bully decreases with age; 2) potential victims (usually younger students) are getting more socially skilled. (Smith et al 1999) The hypotheses indicate that modified playgrounds with increased opportunities for risk and challenge (Farmer et al 2017), and early skill training when younger students start school (Smith et al 1999) could help lessen school bullying.…”