Perceived Barriers and Facilitators of Adventurous Play in Schools: A qualitative systematic review

Abstract

Adventurous play, defined as exciting, thrilling play where children are able to take age-appropriate risks has been associated with a wide range of positive outcomes. Despite this, it remains unclear what factors might aid or hinder schools in offering adventurous play opportu-nities. The purpose of this systematic review is to synthesise findings from qualitative studies on the perceived barriers and facilitators of adventurous play in schools. A total of nine studies were included in the final synthesis. The review used two synthesis strategies: a meta-aggregative syn-thesis and narrative synthesis. Findings were similar across the two syntheses, highlighting that key barriers and facilitators were: adults’ perceptions of children; adults’ attitudes and beliefs about adventurous play and concerns pertaining to health; and, safety and concerns about legis-lation. Based on the findings of the review, recommendations for policy and practice as provided to support adventurous play in schools.

“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

“…A 2019 national survey of New Zealand parents of children aged 5-12 years, found that parents perceived there were too many health and safety rules applied to children's play in schools [115]. This contrasts with a 2021 review which found school staff concern regarding parent reactions, especially if a child were to be injured playing adventurously, was a barrier to adventurous play [57]. Likewise, research in early childhood settings across western countries, has documented the influence parent safety concerns have on the active play opportunities provided to children [110,116,117], and the attitudes to risk-taking in play held by early childhood staff [118].…”

“…Likewise, research in early childhood settings across western countries, has documented the influence parent safety concerns have on the active play opportunities provided to children [110,116,117], and the attitudes to risk-taking in play held by early childhood staff [118]. While the outcomes of the 2021 review [57] centred on school staff perceptions of children and their concerns regarding the safety of adventurous play, the current review has synthesised a wider range of studies using the SEM, seeking to understand the societal, policy, institutional, and interpersonal factors that shape staff perceptions and behaviour. At a societal level, fear of what might happen to children in the playground appeared to drive an emphasis on children's physical safety that was reflected in supervisor perceptions of risk, parent attitudes and behaviour, and decision-making at the policy and institutional level.…”

“…Research examining children's perspectives on recess [55] and safety and risk in active play in schools [56] has been subjected to systematic review, however, to our knowledge, there has been less attention to adults' perspectives and experiences. A previous review examined barriers and facilitators to adventurous play in schools, however, its scope was narrow with respect to play (focussing on "exciting, thrilling play where children are able to take age-appropriate risks" in contrast to active play more broadly, as defined by Truelove and colleagues and described above), and most included studies (six of nine) were evaluations of adventurous play interventions, which may have limited relevance outside of an intervention context ( [57], p.21). Additionally, the scope of this previous review was wide with respect to children's settings (including early childhood and special education settings in addition to schools), which may have generated insights specific to those settings [57].…”

“…A previous review examined barriers and facilitators to adventurous play in schools, however, its scope was narrow with respect to play (focussing on "exciting, thrilling play where children are able to take age-appropriate risks" in contrast to active play more broadly, as defined by Truelove and colleagues and described above), and most included studies (six of nine) were evaluations of adventurous play interventions, which may have limited relevance outside of an intervention context ( [57], p.21). Additionally, the scope of this previous review was wide with respect to children's settings (including early childhood and special education settings in addition to schools), which may have generated insights specific to those settings [57]. Therefore, this qualitative systematic review aimed to examine adult (e.g., parent, teacher, yard supervisor, principal, administrator) perspectives on safety and risk in children's active play during recess in elementary and/or middle schools.…”