As educators, parents, and policymakers grapple with the myriad challenges facing today's educational landscape, one alarming trend stands out: the significant reduction in both time and space for children's play.

This "brutal" loss, as described by teachers, unions, and academics, has far-reaching implications for children's wellbeing and mental health. It is imperative that we address these issues head-on to ensure that our children have the opportunities they need to thrive both academically and emotionally.
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The Diminishing Playtime and Outdoor Space

Recent analysis by The Guardian has revealed a stark reality for many state school children in England: the available outdoor space for play is rapidly diminishing. Government data shows that over 300 schools have less than 1,000 square meters of outdoor space, with at least 20 schools having no outdoor space at all. In nearly 1,000 schools, there is less than 10 square meters of outdoor space per pupil. These statistics paint a troubling picture of the current state of playtime and outdoor activity in our schools.

Further compounding this issue, new research from the UCL Institute of Education highlights a continued downward trend in the amount of time children have for playtime, particularly in the wake of the Covid-19 lockdowns. The youngest children, who benefit the most from unstructured play, are losing the most time. The increasing demands of the curriculum, staffing shortages, and financial constraints are all contributing factors to this decline.

The Importance of Play for Child Development

Play is not just a frivolous activity; it is a fundamental aspect of healthy child development. Through play, children develop critical social, emotional, cognitive, and physical skills. It is a vital outlet for creativity, problem-solving, and stress relief. Playtime allows children to explore their environment, build relationships with peers, and learn important life skills.

Headteachers like Damien Jordan of Fairlight Primary School in Brighton understand the critical role that playtime plays in their students' lives. With just 800 square meters of outdoor space, Jordan does everything he can to provide opportunities for play. He recognises that for many children, the school playground is their only access to outdoor space and physical activity.

"I've been a head for 22 years," Jordan said. "We are now trying to cram far more learning into the same length of day. The curriculum means that from six or seven years old, play is gone... it's brutal, children aren't ready. The classrooms change from a free-flow space to what is more like an office."
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The Overloaded Curriculum and Its Impact

James Bowen, an assistant general secretary at the school leaders' union NAHT, echoes Jordan's concerns about the overloaded curriculum. The pressure to cover an extensive curriculum leaves little room for play, making it challenging for teachers to ensure that children have the time and space they need for unstructured activities.

"NAHT would like to see a reduction in curriculum content so that schools have the time and space to make sure not only that the curriculum itself can be covered properly but that there is time for the other crucial aspects of school life," Bowen said.

Tina Farr, headteacher of St Ebbes Primary School in Oxford, emphasises the importance of prioritising playtime for children's mental health. "Just switch the news on and you will see the mental health crisis for children. We need to start running schools in line with healthy child development. We can give them a nourishing six hours a day, and we absolutely have to," she said.
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The Stark Contrast with Private Schools

The disparity between state and private schools in terms of available outdoor space and playtime is striking. Pupils at England's top private schools enjoy more than 330 square meters of green space each, with many schools offering daily sports or outdoor activities. These institutions understand the vital importance of outdoor time for the development of a young person's mind and overall wellbeing.

‍The Link Between Play and Mental Health

Experts and educators are increasingly linking the reduction in playtime and outdoor space to the rise in mental health problems among young people. According to the NHS, approximately one in five children and young people aged eight to 25 had a probable mental health problem in 2023. The lack of time and space for play in schools is contributing to this growing crisis.

Dr. Helen Dodd, a professor of child psychology at the University of Exeter Medical School, underscores the urgent need to prioritise play for children's mental health. "My background is in mental health. I keep hearing we need to improve treatment for children. Well, hold on a minute – why are we putting so much effort into treatment when we first could give them more opportunity to play outside?" she said.

"This is low-hanging fruit. Before we spend money on counselors, on treatments – let children play outside more when they are in school."
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The Need for Systemic Change

Despite the clear benefits of play, many school spaces are not designed to support children's health or happiness. School staff are often constrained by the pressures of educational attainment, leaving little room to prioritise outdoor play.

Dr. Jackie Applebee, a GP in Tower Hamlets, east London, points to the compelling evidence that outdoor exercise benefits mental health. "There is compelling evidence that exercise benefits mental health, in particular outdoor exercise, so those with less access to outdoor, green space are disadvantaged," she said.

The crisis follows decades of local authorities and state schools selling off playing fields. Between 1979 and 1997, about 10,000 playing fields were sold under the Tories, with several hundred more sold since then. Government regulations introduced in 2012 further reduced the requirements for outdoor space in schools, leading to a significant loss of play areas.

A Call to Action

As the evidence mounts, it is clear that urgent action is needed to address the loss of playtime and outdoor space in state schools. Experts, educators, and policymakers must work together to ensure that play is prioritised as an essential component of child development.

A group of childhood and education experts recently launched a "plan for play" backed by MP Kim Leadbeater, calling for the Department for Education to integrate play into the curriculum alongside core subjects like maths and English. Michael Follett, director of Opal Outdoor Play and Learning, highlights the escalating crisis in childhood health and wellbeing.

"There is a current and escalating crisis in childhood. Children are less fit and less active. They are increasingly suffering from mental health problems at a scale we have never seen before," Follett said.

The loss of time and space for play in state schools is a pressing issue with serious implications for children's wellbeing and mental health. As we move forward, it is essential to prioritise play as a fundamental aspect of healthy child development. By providing children with the time and space they need to play, we can foster happier, healthier, and more resilient future generations.

At Book of Beasties, we are committed to promoting the importance of play and outdoor activities for children's mental health. Let us work together to create environments where children can thrive, both inside and outside the classroom.

#PlayMatters #ChildDevelopment #MentalHealthAwareness #EducationReform #OutdoorPlay #HealthyKids #BookOfBeasties

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