‘You have to stay in with the teacher and it’s a bit awkward’: Children’s views and experiences of the withdrawal of playtime as a sanction in a UK school

Abstract

Aim(s):The purpose of this study was to explore children’s views and experiences of having playtime withdrawn as a sanction, with a view to increasing knowledge and understanding in this under-researched area.Method/Rationale:This study adopted an exploratory case study design, whereby 12 participants in a single school were interviewed virtually. These participants were aged 5–11 (Years 1–6) and were interviewed in year group pairs. The interviews were analysed using thematic analysis.Findings:Participants discussed direct and indirect experiences of having their playtime withdrawn, and also discussed reasons for why playtime might be withdrawn, including: misbehaviour, whole-class misbehaviour and not completing work. Participants reported that the withdrawal of playtime was a fair sanction, although there were disagreements about the conditions for when this sanction should be imposed. Furthermore, participants spoke about valuing their playtime and gave examples of potential alternatives to the withdrawal of playtime.Limitations:Conducting interviews virtually meant that the researcher was unable to develop a rapport with the participants, and that the Special Educational Needs Coordinator (SENCo) was present with them during virtual interviews for safeguarding purposes. These factors may have impacted on what participants chose to share regarding their views and experiences.Conclusions:The withdrawal of playtime is a sanction still used in schools, and the children within this study understood the purpose of this sanction. However, it is possible that withdrawing play is counterproductive in terms of addressing the behaviours that result in it being imposed. Implications for professionals in schools, as well as further avenues for research, are discussed.