Sam sits on the bench alone in the playground. He spends most of his time staring down at his shoes, but every now and then, glances up furtively at his classmates. They are talking and laughing—excited—playing a new game that he doesn’t quite understand. He knows that he doesn’t get it, despite trying so hard to follow the rules. He’s tried, but it’s just too complicated. He wishes they were playing some of his old favourites—the games where there was little chat, the ones that involved running around, chasing each other and just laughing and having fun.
As the end of break bell rings, Sam smiles a little, relieved that it is over and he can get back into the familiar routine of the class. He knows that the jackets go up on the pegs and that it will be music next. Then art. Sam adores both; he gets swept up in making things and it gives him a warm feeling, just being around others in his class.
But lunchtime comes round again too soon and there he is, back on the bench. If only he thinks, he could find a way to join in.
As a therapist, I find out-of-class observations the most telling when it comes to determining how the child’s communication needs impact them. Break times are a key feature of school life and can influence social and learning outcomes. For most children, they allow for cognitive rest and recuperation, alongside opportunities for relationship building with a mix of different students in a different environment. However, for others, including children with SLCN, break times can be where they struggle the most. Unstructured free time, being and feeling alone, can have negative ramifications on their confidence and well-being.
Why are playtimes so difficult for many children with SLCN?
There are several reasons, including those below (from research by Lloyd-Essenkaya et al., 2021; Redmond and Rice, 1998; Rubin et al., 2009):
- When conflict happens, pupils with SLCN can struggle to understand and explain the sequence of events that lead to this.
- Some children may reject their peers with SLCN, reacting to their reduced linguistic proficiency due to certain biases.
- Social reticence, as illustrated by Sam’s situation. A pupil may internalise their difficulties, leading to feelings of inadequacy. (e.g. “No-one plays with me. That means I’m not good enough”). Despite their eagerness to socialise with their peers, this means they can be reluctant to initiate interactions. This internal conflict can hinder their social development and lower their self-esteem.
- Challenges understanding games with high verbal load, including those with complex rules, can lead to children preferring to play the same, simple games again and again. As the years draw on, games generally become more sophisticated and conversation takes over as the prominent feature, leaving more physically based play behind. As such, children with SLCN can get left behind.
There is a lot of guidance promoting independent play, and how adults should leave children be, rather than disrupt the natural peer-peer social dynamics. Of course, independent play is important as it offers children opportunities to enhance their creativity and imagination, as well as develop important life skills such as problem solving, resilience and self-regulation. Adult participation isn’t always a bad thing, however it is vital that we take a pragmatic approach here. When we find children isolated, unhappy, alone—let’s try to be curious and consider “Why?”. Why is the child often on their own during break times? Why do they spend their time walking around or standing quietly near/with the adults out on duty? Could any of the above reasons be a factor? How can we mitigate these issues and make sure they are included?
8 ideas to help your pupils with SLCN enjoy their playtimes:
1. Structured companionship
Pupils with SLCN can benefit from support with their friendships. Due to their difficulties, they may find it a particular struggle to work out the fine line between playful “banter” and bullying remarks. It is important therefore to show children with communication needs what good friendships look like. Select peers who are patient and understanding, who can model positive social interactions, play skills and explain how to take part in games. Nurture a connection, with the aim to have them as a play buddy. Furthermore, train a group of students to help generally with mediation during playtime, helping to facilitate communication and resolve conflicts. Cross-aged friendships should not be ruled out, if the friendship is respectful and enjoyable, then the age of peer is not significant.
2. Inclusive play areas
Areas must promote inclusive play, so ensure that equipment and access to equipment and play is communication. For example, with swing equipment: any child that wants to swing and needs some support, must have the means and opportunities to request this. Any forms of communication, including sign, gesture and symbol, should be welcomed and encouraged. Ensure that their method of communication is accessible; symbols printed onto a vinyl banner or waterproof sign on the side of the play equipment is a practical solution. For children who use communication aids, ensure that these are out for use. Furthermore, being in a suitable position to monitor for facial expression and signs or gestures would benefit many and ensure that students have been taught essential play vocabulary. Other visuals such as game suggestions and rules, can be put up in the playground. Alternatively, a book explicitly outlining the games could be made accessible; creating this could be a fun classroom activity!
3. Teaching play skills
Taking the lesson outside and playing games together will allow for games and rules to be taught within a safe space, and opportunities to get familiar with any visual support you provide. Even better, involving their designated play buddy in the play could strengthen this bond. Reflection sessions to understand the nuances of play interactions may also be useful. For example, Comic Strip Conversations (Carol Gray) can provide insight into other’s actions and feelings and therefore allow a pupil to problem-solve any concerns that they might have, such as how to smooth over potential conflict or build relationships with others.
4. Structured spots
If you are lucky enough to have an adult to spare on playground duty, a little corner where there is a lot of structure can help. The activities in the corner can be heavily adult guided, with lots of routine-based play. Story time, song activities and party-type games can work well. You could even set up a weekly entertainment schedule and have it on display!
5. Tap into their interests
Do you know what your pupils with SLCN like to play with or do during unstructured times? A chat with them and their families can help. You could include favourite items in discovery boxes, for example, and set up interest-based activities. Perhaps they love sensory play? Even better, if a group of children like the same or similar things, they can play together!
6. Self-regulation zones
It’s tiring in the classroom, coping with linguistic demands for hours on end. Calm down resources and quiet zones are important, including for example, little pathways for a nature walk or more enclosed areas with lots of greenery, away from those high traffic areas to help a pupil to recharge. On the other hand, energising activities such as dancing can benefit a fatigued child—perhaps a little music can be put on in the playground. We must also consider that whilst fostering friendships is important, some children might actually prefer, or even need, to be by themselves during this time. Listening intently to what the child wants and needs within their break times is essential.
7. Collaborative activities
Working together towards a common goal can often support the development of friendships. Perhaps designing and painting a wall mural together, creating a playground art project or creating a community garden can help build those bonds.
8. Staff training
Some training for staff specifically on supporting play for students with SEND could be particularly useful. Observations and creation of individual play plans (where goals for play and actions as to how these can be achieved) can provide a clear structure on how school staff can approach fostering relationships outside the classroom.
Just as Sam settles back onto his familiar bench, he notices a little figure approaching him. It’s Emma, a friendly girl from his class, his newly designated play buddy. She shows him a small, colourful ball and asks gently, “Hi Sam, we’re starting a game of catch. We really want another player.”
She gestures towards her friends. “Want to join us?”
Sam’s eyes light up with surprise and hope. With a tentative look towards the other children, he nods and stands up. As he joins Emma and the others, he feels a sense of belonging.
The game is fun, simple, filled with laughter and shouts of encouragement. For the first time in a while, Sam feels like he’s part of the group. Maybe, just maybe, joining in isn’t so scary after all.
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References:
Lloyd-Essenkaya, V., Forrest, C. L., Jordan, A., Russell, A. J., & St. Clair, M. C. (2021). What is the nature of peer interactions in children with language disorders? A qualitative study of parent and practitioner views. Autism & Developmental Language Impairments, 6, 239694152110053. https://doi.org/10.1177/23969415211005307
Redmond, S. M., & Rice, M. L. (1998). The socioemotional behaviors of children with SLI: Social adaptation or social deviance? Journal of Speech, Language, and Hearing Research, 41(4), 688–700. https://doi.org/10.1044/jslhr.4104.688
Rubin, K. H., Coplan, R. J., & Bowker, J. C. (2009). Social withdrawal in childhood. Annual Review of Psychology, 60, 141–171. https://doi.org/10.1146/annurev.psych.60.110707.163642