Search

Aim: Underpinned by the United Nations Convention on the Rights of the Child (UNCRC), this research aimed to explore children's views around accessing their Article 31 right to play in two schools in England and Wales and to promote their Article 12 right to be heard. Methods: Views of 16 children were sought using child-centred methods. Child-led tours involved being guided by children to explore play opportunities within school. Focus group activities and discussion explored views about different aspects of play. Aggregated data were scrutinised using thematic analysis. Findings: The children had clear ideas about the purpose of their environments and play activity in different parts of their schools. Children often used the nature of the activity, space and constraint, and positive affect to classify and define play. Views were mixed across both schools on the perceived importance of playing, though tentative findings suggest that some classifications of 'play' and 'not play' were more blurred in the Welsh school. Limitations: The research was exploratory and small-scale. School practice may not be indicative of practice nationally. Conclusion: Children's perceptions of play access in school may be influenced by the wider systemic contexts. Implications for educational psychologists (EPs) are discussed.

Although there is increasing interest in promoting mental health and wellbeing within education, to date, the voices of young people appear to have been almost completely overlooked in the development of school-based mental health practices. This is despite increasing focus on young people's participation; and the fact that young people may be best positioned to understand the pressures of contemporary society. This paper, co-authored by educational psychologists (EPs), school students and the school vice-principal, documents the development of a student-led mental health initiative within a high-achieving girls' grammar school, led by students aged 12-18. Following EP input, the students devised a whole-school, student-friendly mental health strategy with the support of the EPs and senior school staff. As the project progressed, it became evident that applying even carefully selected adult mental health models to school contexts might not be appropriate; instead the students advocated for young person-friendly, innovative, contemporary and creative ways of communicating information about mental health, which avoided stigma. The students involved were well-placed to identify environmental stressors and to disseminate their strategy. The authors conclude that mental health planning in schools should encourage greater student participation, show caution over applying adult mental health models and promote greater use of technology or visual resources.

From a sociology of childhood and children's rights agenda, this review explores how children define 'play' and 'work' in the classroom, and the contextual influences on the development and reinforcement of these perceptions. Twelve studies were identified, analysed and reported using PRISMA guidelines. These studies strived to understand children's perspectives using child-centred methodologies, and emphasized the importance of children's contributions to the development of legislation, policies and strategies in relation to their rights; namely the right to play. Findings identify that even very young children have clear ideas about differentiating 'play' and 'work'. Some educational contexts are associated with a clearly perceived play--work dichotomy, while with others, these concepts lie on a continuum. Blurred lines between the two concepts are visible within constructivist classrooms that support play-based learning and children's choice and control.

Aim: This article explores possibilities for educational psychologists (EPs) in supporting children's right to play, which constitutes Article 31 of the United Nations Convention on the Rights of the Child (UNCRC, 1989). Method: Two small-scale studies explored the role EPs can play in facilitating a child's right to play. The first used a focus group to seek EP views about supporting play. The second used single-case design to understand the play experiences of a six-year-old child with special educational needs and disabilities (SEND) within a mainstream classroom. Findings: Focus group EPs highlighted how play influenced social and learning development and felt well-positioned to advocate for Article 31. The national curriculum, the local authority context and staff and parental awareness of the benefits of free play were seen as potential barriers, with access for children with SEND seen as particularly problematic. In the single case study, the pivotal keyworker role and child's personality were facilitators of play access, although this was enabled through placement amongst younger children and could not be maintained. Limitations: Both studies were exploratory and small scale. Findings were influenced by the context, affecting their transferability. Nonetheless, outcomes provide numerous avenues for further study, in an under-researched area. Conclusions: Understanding international legislation regarding children's access to play and its potential benefits is important for school-based practitioners. EPs are potentially well-positioned to advocate for this right and may be able to develop practice through case and systemic work. [ABSTRACT FROM AUTHOR]