This experimental study investigated whether increasing risk and challenge in primary school playgrounds influences interactions between children, specifically in relation to bullying. While previous studies indicate that risk and challenge in play promotes child development, prior research has generally not focused on how increasing risk and challenge might affect children's interactions with each other. The current study addresses this gap in the literature.
Sixteen primary schools in New Zealand participated in this study. Eight schools (the control schools) were asked to not change their outside play environment over a two-year period. Eight other schools (the intervention schools) increased opportunities for risk and challenge on their outdoor playspace. Strategies used for increasing risk and challenge included reducing rules, adding loose parts, and modifying the physical environment. Building mounds in previously flat spaces and letting grass grow long are examples of changes to the physical environment. Examples of loose parts added to the playspace include tree stumps, tires, and plastic pipes. A change in rules for children at the intervention schools gave children permission to climb trees, to engage in rough-and-tumble play, ride bicycles, and go outside in the rain.
Children, parents and teachers completed bullying questionnaires at three different time points: prior to the intervention, after the intervention, and at a two-year follow-up. A total of 840 children (age 6-9), 635 parents, and 90 teachers completed questionnaires at all three time points. Some of the teachers also participated in an exit interview. While all three groups completed separate questionnaires, each was based on the Peer Relations Assessment Questionnaires–Revised (PRAQ-R). The student questionnaire included questions about their “happiness” at school and whether they had ever been a bully or a victim at school. Cartoons illustrated some of the concepts on the questionnaire, while the word “bullying” was not used. Items on the parent questionnaire asked about (1) their child's relationships with other children, (2) whether their child had ever been bullied at school, and (3) how this had affected their child. The teacher questionnaire asked about different types of bullying, whether bullying behaviors were reported to them, and whether they viewed the school as a safe place for students.
Students in the intervention schools reported higher odds of being happy at school and playing with more children than students in the control schools. Boys seemed to enjoy playtime more than girls. Intervention students indicated they were pushed/shoved more but were less likely to tell a teacher. Parent responses indicated that there were no significant group differences in their children been bullied at school. Teachers at the intervention schools noticed slightly more physical bullying but no corresponding increase in children reporting bullying to teachers. This bullying was not serious enough to affect the teachers' view of whether the school was a safe place for children.
Increasing opportunities for risk and challenge in the school playground produced positive results regarding children's interactions. While children at the intervention schools reported greater pushing and shoving, teachers felt that this increased contact reflected greater resilience in the children, as indicated by significantly lower reporting of bullying. This positive effect suggests an interesting and unanticipated benefit of introducing opportunities for more risk and challenge in children's play.
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