Schoolyards can reinforce hierarchies among children

The design of schoolyards can reinforce exclusion and injustice – creating conditions for play regarded as “normal” and associated with being popular. New research in Occupational therapy at Luleå University of Technology takes a closer look at what happens on the schoolyard.

“The schoolyards I’ve studied have not been a prioritised area, at school policy level. But for many children it is a problematic place. This is where the really tough stuff happens, socially” says Michelle Bergin, who recently defended her doctoral thesis Playing along (with)in the hard yard? Play, practices, and occupational justice in Irish schoolyards.

In four studies, she investigated what happens in schoolyards for children up to the age of 12. Pupils and teachers were interviewed during walks around schoolyards. Together, they looked at what happens during the breaks; how children are playing, who is playing, who is bullied or excluded, and how this happens.

“The first thing I wanted to investigate was whether schools are providing spaces for children to play. Children's right to play is included in the UN Children's Rights Convention, but do we provide the conditions?” says Michelle Bergin.

Nothing to do for children not playing ball or having friends

The research was carried out as part of the international P4Play project, and the studies were conducted in Ireland. According to Michelle Bergin, the Irish schoolyards she studied provide poor conditions for play – empty hard spaces, strict rules and spatial and social barriers. At first glance, many Swedish schoolyards have better conditions, but there is little research that can show whether this is actually the case.

“The schoolyards I studied reinforced hierarchies among children. The popular children played football or interacted with their friends. For those who didn't already have friends or didn't play ball, there was nothing to do,” says Michelle Bergin.

Those most affected by exclusion in the schoolyard according to the participants in the studies were children with autism, children who did not speak the language or children from minority groups.

Moreover, both students and teachers expressed ideas about what is normal and the right kind of play – socialising and ball play.

“Teachers said they know which children will be excluded, those who cannot play normally. When there are limited options, not wanting or being able to participate in play is then placed on the individual with little connection to how social hierarchies relate to play opportunities. The children who are high in the hierarchy are also the children we give the best conditions to play,” says Michelle Bergin and continues:

“We need to challenge what is considered normal ways of playing and who we provide play spaces for.”

Research for more equitable opportunities

In the final part of her thesis, Michelle Bergin has begun to explore how schoolyards can offer more equitable opportunities for play, research she will continue, aiming to construct a process on how schools can create an inclusive schoolyard. This could include creating conditions with freedom to move between different types of space, more nature, or the opportunity for children to bring their own things such as pens and paper. Some children also don't want to interact all the time, but need a place where they can have a break.

“Really there is no right way to play, playing differently or in your own way is also play”, says Michelle Bergin.

Michelle Bergins further research is also taking place in Ireland, but she would like to see more research in Sweden and an evaluation of Swedish schoolyards.

“We need to know more about children's experiences. A first step could be for schools to analyse their current situation, ask children what they want and consider the norms and ideas around play. Whose play are we providing for in the schoolyard?” says Michelle Bergin.

About the research

• Michelle Bergin defended her doctoral thesis at Luleå University of Technology in May 2024. The research is a joint project with University College Cork.
  Playing along (with)in the hard yard? Play, practices, and occupational justice in Irish schoolyards. External link.
• P4Play External link. (People, Place, Policy and Practice) is a European project funded by the EU Horizon 2020 Marie Skłodowska-Curie programme.