Overview

This book provides K–8 educators with practical, research-based guidance for implementing—and advocating for!—risky play at school. Children are naturally drawn to risky play—taking physical chances, seeking excitement, and satisfying curiosity—and are more physically active when playing outdoors. Embracing Risky Play at School introduces readers to outdoor play and learning (OPAL) in the kindergarten to middle school years, explains the difference between risks and hazards, presents the concept of “Yes” spaces, and describes how and why risky play supports academic development and student well-being. Zeni and Brussoni, two experts in the field with decades of experience, share research evidence alongside accessible strategies for overcoming common barriers to implementing risky play at school. The Canadian Pediatric Society recommends risky play as a preventative measure for childhood obesity, anxiety, and behavioral issues, and schools have an important role to play in providing access to the unique benefits of risky outdoor play. This book addresses the collective responsibility of adults to support risky play when designing learning environments. Book Features: A clear understanding of what risky play is, and is not, particularly when supervising other people’s children as a professional educator in group learning environments. Guidance for creating conditions and building capacity for risky play in schools, which serves to support the physical, social, emotional, and cognitive growth of children. Links to learning modules that extend chapter content through the authors’ Outside Play website (www.outsideplay.org/).

Full Product Details

Author:   Megan Zeni ,  Mariana Brussoni
Publisher:   Teachers' College Press
Imprint:   Teachers' College Press
ISBN:  

9780807783993

ISBN 10:   0807783994
Pages:   160
Publication Date:   23 January 2026
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Not yet available  
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Table of Contents

Contents Preface  ix Comments From Megan Zeni  ix Comments From Mariana Brussoni  xi How This Book Is Organized  xiii Part I: What Is Risky Play? 1.  Why Is Outdoor Play Important for Children?  3 What Happened to Play?  4 What About Recess? From Theory to Practice  6 What Is Outdoor Play and Learning (OPAL)?  7 Systems Change Recommendation  7 Chapter Summary  8 2.  Why Is Risky Play Important for Children?  9 Risks Are Different From Hazards: From Theory to Practice  12 Guidelines for All Staff  13 Chapter Summary  16 3.  Why Are Outdoor Learning and Risky Play in Schools Important for Children?  17 Engagement With Learning  18 Five Pathways to Mental Health and Well-Being  19 Executive Function  21 Academic Achievement  22 Why Outdoor Risky Play at Home Is Not Enough  23 Risky Play in Schools: From Theory to Practice  24 Introducing Core Instructional Routines  25 Chapter Summary  29 4.  Should Schools Worry About Injuries During Risky Play?  30 It’s Safer Than You Think: From Research to Practice  31 Create Yes Spaces for Children’s Risky Play  33 Chapter Summary  36 Part II: Planning for and Implementing Outdoor Risky Play 5.  Risky Play and Academic Learning  39 Pedagogical Choices That Support Risky Play  40 Emergent Learning  46 Pedagogies of Place  47 Chapter Summary  48 6.  Access to Risky Play in Schools  49 Planning for OPAL  49 Benefit–Risk Assessments  53 When Risks Become Hazards  54 Chapter Summary  55 7.  Planning for Risky Play  56 Planning With Core Instructional Routines  56 Gathering Spaces: The Campfire  57 Spaces for Social Learning: The Watering Hole  62 Spaces for Quiet Reflection and Alone Time: The Cave  66 Growing Spaces: Life Spaces  71 Chapter Summary  76 8.  School Gardens  77 Risky Play in School Gardens  78 Mud Kitchens  82 Chapter Summary  86 9.  Risky Play and Loose Parts  87 Improving Affordances  88 Introducing Yes Spaces and Navigating Consent  93 Navigating Shared Resources  94 The Importance of Time  96 Chapter Summary  97 Part III: Risky Play Issues, Challenges, and Recommendations 10.  Perceived and Real Barriers for Risky Play in Schools  101 Safety Is a Feeling  101 What the Research Says About OPAL Barriers  103 Perceived Barriers to Risky Play in Schools  105 Real Concerns to Navigate  110 Chapter Summary  112 11.  The Importance of Mentorship  114 Guidelines to Get You Started  115 Chapter Summary  116 12.  Risky Play FAQs  117 How Do I Make Time for OPAL? My Day Is Already So Full  117 How Do I Keep the Children on Task? They Think Being Outdoors Is Extra Recess!  118 How Can I Justify to Colleagues That Learning Is Happening When It Looks Like We Play All Day?  119 My Class Is Really Challenging This Year. How Can I Take Them Outdoors?  119 Final Thoughts  120 References  123 Index  137 About the Authors  143

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Author Information

Megan Zeni is a researcher and consultant who works with school districts and teacher education faculties to build capacity for outdoor play and learning in the elementary school years. Mariana Brussoni is a professor and developmental psychologist, head of the Outside Play Lab, and director of the Human Early Learning Partnership at the University of British Columbia.

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