How Staff Culture Shapes Risky Play for Children with Disabilities

Risky play – think climbing high, fast movements, and exhilarating challenges – is more than just fun; it’s a vital part of childhood development. It helps children learn, grow, and build well-being. However, for children with disabilities, opportunities for this beneficial type of play are often limited.

A new study, “Expectations and Assumptions: Examining the Influence of Staff Culture on a Novel School-Based Intervention to Enable Risky Play for Children with Disabilities,” by Patricia Grady-Dominguez and colleagues, looked into this question. This study found that it’s not just about the playground equipment or safety rules. It’s also about the beliefs and attitudes of the adults in charge.

The Intervention and Unexpected Findings

The research team designed a unique school-based intervention to bridge the gap in risky play opportunities for children with disabilities. Yet, the initial quantitative results (numerical data, like how often or how long something happened) were unexpected, prompting a deeper qualitative investigation (looking at people’s thoughts, experiences, and observations) into why the intervention’s success varied across schools.

The study honed in on the profound influence of “staff culture,” the shared beliefs, values, and practices within a school, and how these shaped staff comfort levels with allowing children, especially those with disabilities, to engage in risky play.

The Heart of the Matter: Staff Beliefs and Assumptions

Through in-depth interviews and cross-case analysis, the researchers uncovered critical insights:

• Beliefs about Play and Recess: Adults’ fundamental beliefs about the purpose of play and recess significantly shaped their willingness to “let go” and allow for more challenging, risky play.

• Expectations for Children with Disabilities: Staff expectations for children with disabilities were particularly influential. In some cases, preconceived notions about what children with disabilities “could” or “couldn’t” do limited opportunities for risky play.

• Alignment is Key: A pivotal finding was that when the underlying assumptions of the intervention did not align with the existing staff culture, the intervention struggled to succeed. This highlights that even the best-designed interventions can falter if they don’t resonate with the people implementing them.

How Can We Create Real Change?

This study reminds us: If we want all children to benefit from meaningful play, including kids with disabilities, we have to look beyond equipment or rules. We need to –

• Evaluate Staff Culture First: Before implementing any play-focused intervention, it’s essential to understand the unique staff culture of each school. What are their current beliefs about play, risk, and disability?

• Tailor Interventions: Interventions should not be one-size-fits-all. Instead, they need to be adaptable and tailored to meet the specific needs and existing cultural landscape of individual schools.

This research reminds us that creating environments where all children can thrive through play requires more than just new programs; it demands a deep understanding and thoughtful engagement with the human element—the dedicated staff who shape children’s daily experiences. By addressing expectations and assumptions, we can truly enable richer, more beneficial play for every child.

Occupational Therapists Role in Facilitating  and Consulting:

Occupational therapists can help facilitate and consult with community partners about their attitudes around risky play.  We can provide insight to children’s individual sensory needs and support interactions with staff to promote healthy social emotional skills and regulatory capacity.  

Here are some helpful questions to consider:

• “What do you believe is the purpose of play and recess for students at this school?”

• “How do you currently define ‘safe play’ versus ‘risky play’ in your school environment?

• “Is there a shared understanding among staff that play is the primary occupation of childhood and a fundamental right for all children, including those with disabilities?”

• “How comfortable are staff with the idea of ‘letting go’ and allowing children, particularly those with disabilities, to manage their own risks during play?”

These questions can lead to deeper conversations about staff and administrations beliefs and fears regarding play.

References

Grady-Dominguez, P., Ragen, J., Sterman, J., Spencer, G., Tranter, P., Villeneuve, M., & Bundy, A. (2021). Expectations and Assumptions: Examining the Influence of Staff Culture on a Novel School-Based Intervention to Enable Risky Play for Children with Disabilities. International Journal of Environmental Research and Public Health, 18(3), 1008. https://doi.org/10.3390/ijerph18031008