Better behaviour: The surprising benefit of improving playtimes

There are clearly lots of benefits to children when schools improve playtimes — from increasing opportunities to be active to learning new skills like managing risk. But there are lots of benefits for schools too. Historically, removing playtime has been used as a punishment for poor behavior, but having more and better play could actually be the key to improving it.

Playtime and behaviour

The issue of playtime behaviour is a topic that is covered in depth in The Case for Play in Schools. The authors note that social conflict, aggression and bullying at playtime is a recurring issue for schools. In fact, they state that poor behaviour was listed as the main concern of staff and pupils, and has even been cited as one of the main reasons for the reduction of playtime over the years:

“Playtimes in English primary schools have reduced by 45 minutes a week since 1995, both to spend more time on academic teaching because of the shift towards standards and competitive league tables and because of perceived increases in poor behaviour at playtimes.” The Case for Play in Schools, Ardelean, Russell and Smith, 2021, pp4.

The good news is that playtime in and of itself is not the reason for poor behaviour; playtimes that have had zero investment and planning, resulting in a lot of very bored children, often are.

Social and emotional benefits of play

At OPAL, we like to say that play teaches all the things that cannot be taught. The benefits of play are well-documented and include supporting children to develop socially and emotionally. In The Case for Play in Schools, the social and emotional benefits of play are listed as:

• Better negotiation and problem-solving skills;
• Learning how to deal with conflicts, falling out and teasing;
• Learning how to compromise;
• Dealing with fear and risk;
• Building friendships.

When children are provided with rich play opportunities, these skills are being practiced and absorbed, and improved behaviour naturally follows. Schools that have improved playtimes through the OPAL Primary Programme report improved behaviour every time.

“Behaviour issues at lunchtime are very few and far between. It’s as if they don’t have time to argue anymore because they are too busy playing! Children come back to class settled and focused for the afternoon ahead. Play types such as ‘rough and tough’ play are now actively part of our play provision which historically may have led to behavioural issues. Children now know how to participate in this play type successfully.” Emma Dunn and Gemma Morton, Roseberry Primary and Nursery School, Durham

Read the full case study.

The impact of investing in playtimes

The OPAL Primary Programme was developed in response to demand from schools for help in resolving issues at playtime. An independent evaluation of OPAL, found that the benefits of the programme included increasing children’s enjoyment of playtimes, with an associated reduction in perceived disruptive behaviour (Supporting school improvement through play, Lester et al., 2011, p.13). As part of the evaluation, researchers conducted a number of focus groups with OPAL schools and behaviour came up time and again. One school was quoted as saying: 

“I think relationships are developing, social relationships are much better. I think that comes from playing. They get on better, they solve their own problems, they negotiate and I think that’s why we have better behaviour because they are taking more responsibility, they are working together.” (School S, Supporting school improvement through play, pp52).

Better playtimes are the key to improving behaviour in schools, but they are no magic bullet. Like any part of the school day, they need planning and investment — way beyond a new piece of playground equipment or a few loose parts. That’s where OPAL can help. 

The OPAL Primary Programme is a mentor-supported school improvement programme addressing all 18 areas a school must plan for if they want to sustainably improve the quality of play. The programme blends elements of strategic school improvement practice, action planning, self-evaluation, playwork skills and knowledge, and 20 years of action-research.

If you’re ready to invest in playtimes and start experiencing the many benefits it brings, get started on the OPAL website. If you would like to see an OPAL playtime in action in the North East or Cumbria, join your local OPAL mentor at an upcoming showcase event.