How play can help children transition back to school
By Dr Kathryn Lester, Prof Helen Dodd and Prof Sam Cartwright-Hatton
Wednesday, May 27, 2020
The Covid-19 pandemic has transformed the social lives of children more rapidly than anyone could have imagined. It has been two months since most last played in-person with a friend. A survey by Emerging Minds shows that two-thirds of primary school children are feeling lonely, an increase of about 50 per cent compared to normal levels, and over half of parents are concerned about their child’s emotional wellbeing.
The Covid-19 pandemic has transformed the social lives of children more rapidly than anyone could have imagined. It has been two months since most last played in-person with a friend. Research shows that two-thirds of primary school children are feeling lonely, an increase of about 50 per cent compared to normal levels, and over half of parents are concerned about their child’s emotional wellbeing.
Some children’s emotional health is suffering in lockdown, and for many this suffering will continue longer term. Poor emotional health in childhood is linked to long-term mental and physical health difficulties.
The importance of play for children’s wellbeing is all too easily overlooked. But for children, playing with friends has a significant impact on their social and emotional development. Without it, they can feel lonely and isolated. Play is especially beneficial when children are feeling anxious. It helps them to work through emotions, and so it is a significant concern that the opportunity to play with peers has been absent for so many children.
Given this evidence, we have written to government ministers, including Education Secretary Gavin Williamson, urging them to prioritise children’s emotional wellbeing in all decisions relating to the easing of lockdown and the re-opening of schools.
Our recommendations include that, once it is safe, the relaxing of restrictions should be done in a way that provides all children with the opportunity to play with peers (see box). Outside of school, they should be allowed to play with their friends, even if gatherings are small, must be held outdoors, or are initially restricted in frequency.
Within schools, a traditional break-time may not be possible while social distancing remains necessary, but with a little creativity, we hope that all children can have frequent opportunities to play with their friends each day.
Children could go out to play in small groups on a rota system throughout the day, and games, such as “shadow tag” could be encouraged, that are fun for children while meeting the challenges of playtime when social distancing. As soon as it is possible to do so without increasing physical risks, children should be allowed to play with their peers without social distancing.
Playing and learning outdoors should be encouraged where facilities allow, and it is essential that schools are given the time, resources and clear guidance to focus on emotional wellbeing and to encourage play as a priority.
Many staff and parents will be worried about the risks posed to children by allowing them to play with one another, as well as concerns about academic progress. So we recommend the widespread dissemination of public health messages communicating the social and emotional benefits of play with peers, alongside clear guidance on any objective risks to children’s physical health.
Many children will find returning to school after a long time at home difficult and upsetting. Some will need more support with this transition than others, such as children from marginalised groups, who are experiencing grief, with special educational needs, and with existing mental health problems.
We hope children’s need to play with their peers is prioritised by policymakers and that their emotional needs are at the forefront of all decision making.
- Dr Kathryn Lester is senior lecturer in developmental psychology, University of Sussex; Sam Cartwright-Hatton is professor in clinical child psychology, University of Sussex; and Helen Dodd is professor in child psychology, University of Reading
SIX KEY RECOMMENDATIONS
1. Decision makers to take a risk-benefit approach about children’s social interaction and play in schools
2. That all children are given time at school to play with their peers
3. Schools have the resources to support children’s emotional wellbeing, especially during the transition back to school
4. Schools should be guided to focus on play and supporting children’s social and emotional wellbeing over educational attainment
5. Playing and learning outdoors should be encouraged
6. Plans for transitioning children back to school should be developed in partnership with families
Source: Play First (www.sussex.ac.uk)