�����Ʊ

1. Students need open play spaces

It may seem self-evident but time and space to play at school is important.

“Self-directed play in particular is broadly valued in childhood sociology as it enhances children’s self-esteem, problem-solving skills and experiencing the joy of self-discovery without the fear of failure,” explains Dr Aminpour.

Physical play is particularly important in the context of school days where Australian children spend about 30 hours per week at school and 20% of this time on recess (morning tea and lunch break) on average.

The NSW Department of Education recommends , but inner-city schools and schools in newly developed parts of Sydney often .��

“Schools need to make the most of all their available outdoor space to help students make the most of their break times. Yet, in many cases, instead of increasing available space, schools make many areas that are attractive to students��out-of-bounds,”��says Dr Aminpour.

Typically located along the edges of the playground, these areas are shaded and quieter, offering a retreat from the more active and sometimes overwhelming play areas. They might be designated out-of-bounds��because they are hidden from staff’s regular view, making consistent supervision challenging.

2. Separate spaces for different play needs

Play at school can be roughly divided into two categories: physical��play (involving gross motor activities, running, ball games and similar activities) and quiet play (involving fine motor activities, chatting to friends, playing cards, reading). Ideally, schools should offer distinct zones for different activities as active play can disrupt quiet play activities.

“Students prefer covered outdoor learning areas (COLAs) for quiet activities, as they offer shade and somewhere to sit, but��these spaces are not without issues. They are often surfaced with asphalt, which is uncomfortable to sit on, and they frequently flood on rainy days, forcing students to remain indoors,” says Dr Aminpour.

“In the absence of separate designated zones, shows that conflict between these different types of play became more frequent. This can lead to blanket bans as a short-term solution,” says Dr Aminpour.

3. More than one zone for physical activity

has shown that children prefer to engage in diverse types of physical activity in the playground, which means there needs to be more than one designated space to prevent conflict.

“Instead of relying on a single grassed area, students expressed a preference to ‘play more separate games’,” explains Dr Aminpour.

Trying to manage multiple activities when multiple zones are unavailable is very challenging for schools.

“One of my case study schools addressed this challenge by using a retaining wall to divide their grassed area, effectively managing the slope of their site. Another school provided smaller grassed areas within its courtyards—using spaces that might otherwise be neglected or characterised as out-of-bounds,” says Dr Aminpour.

4. Barriers help manage play conflict

There are many ways to define spaces for different types of play. As well as formal barriers, such as nets, fences or walls, schools can create informal barriers using plants, benches, strategic furniture placement and raised edges.

Buffer zones, or open spaces between play settings, are another way to prevent intrusion into another play area.

“Setting up barriers can help ensure all children can engage in their preferred activities without interference,” says Dr Aminpour.

5. Using space beyond the school gate

“Some schools, like Bourke Street Public School, are located near local parks and open spaces, and their use should be explored as a to ease overcrowding,” says Dr Aminpour.

To make this viable school needs safe, convenient access to parks. The parks too need to be equipped to support school activities, this would include toilet blocks, shade, litter bins, drinking fountains, benches, sports fields and play equipment.

“A co-design process involving schools, local councils, and urban designers can ensure these spaces are suitable for school use,” says Dr Aminpour.

Rethinking school play space management

Urban school environments face increasing challenges in providing adequate play space for their students.

The solutions to some of these problems will need to involve policymakers and urban planners working with educators to make use of all the space, both at the school and nearby in the community to ensure that school playtime remains a time for fair, inclusive, and active play for all.

“Rather than prohibiting ball games and restricting children’s movement, a more sustainable solution lies in better spatial planning, creative zoning, and shared use of public spaces. With thoughtful design, schools can provide children with equitable access to diverse play opportunities, supporting various types of physical activity and social interaction without unnecessary conflict,” says Dr Aminpour.��