Playgrounds are essential for children’s social, emotional, and physical development, yet children with disabilities continue to face barriers to accessing inclusive play spaces.

Research has shown that the design and layout of a playground impact children’s physical activity and play. Decisions about layout, features, and equipment are often made by professionals such as landscape architects, playground designers, local authorities, and housing developers. However, these choices can have a significant impact on how children play and how active they are.

Many school playgrounds do not always reflect the needs of the children who play there – especially neurodivergent children. Overwhelming noise, poor spatial design, and a lack of sensory-friendly areas can lead to some children feeling left out. Because of this, they might miss out on opportunities to learn new skills and make friends.

Children – and anyone who enjoys play – will find ways to play wherever they have time, space, and room to explore. But traditionally, city councils have only focused on play in formal spaces such as sport and recreation facilities, parks, and playgrounds.

It is well-known that well-being challenges among children and adolescents are increasing. Yet, the potential of schoolyards to support well-being in these age groups remains largely overlooked.