Have We Forgotten How to Let Children Play?

In our quest to keep children safe, are we forgetting what it truly means to let them play?

I’ve noticed a growing trend in schools toward what I can only describe as sanitised play — break times where football is banned, no physical contact is allowed (even a simple game of “it”), and obstacle trails sit unused. With outdoor spaces restricted further by winter weather, I can’t help but wonder: is this still play at all?

Of course, safety is paramount — but in our effort to protect, have we forgotten that children are remarkably capable of managing their own risks?

When we limit their freedom to explore, test, and imagine, we risk taking away valuable opportunities for learning and life skill development.

Children need chances to run, climb, negotiate, fall, recover, invent, and laugh. These are not luxuries — they are the building blocks of emotional regulation, social development, resilience, and wellbeing.

This isn’t a criticism of our incredible, hard-working school teams (who already face immense pressure). It’s an invitation to pause and reflect on how our understanding of play has shifted — and what that means for children’s behaviour, focus, and happiness. When play is restricted, we often see the ripple effects in the classroom: frustration, inattention, and energy with nowhere to go.

Play is a child’s right — and it benefits us all. Freer, more joyful play brings happier, healthier, more imaginative children with oxygenated brains and ready-to-learn attitudes.

It’s time we rekindle our understanding of play — to educate ourselves on its true value and cascade that gift to the next generation.

I’m in. Are you?

(If you’d like to explore how to re-energise play and learning in your setting, I’d love to help. My training and consultancy empower educators to bring purposeful play back to the heart of education.)