Change of School Playground Environment on Bullying: A Randomized Controlled Trial

Author:

Farmer Victoria L.1,Williams Sheila M.2,Mann Jim I.13,Schofield Grant4,McPhee Julia C.4,Taylor Rachael W.1

Affiliation:

1. Departments of Medicine,

2. Preventive and Social Medicine, and

3. Human Nutrition, University of Otago, Dunedin, New Zealand; and

4. Human Potential Centre, Auckland University of Technology, Auckland, New Zealand

Abstract

OBJECTIVE: To investigate whether increasing risk and challenge in primary school playgrounds influences interactions between children. METHODS: In a 2-year cluster-randomized controlled trial, 8 control schools were asked to not change their play environment, whereas 8 intervention schools increased opportunities for risk and challenge (eg, rough-and-tumble play), reduced rules, and added loose parts (eg, tires). Children (n = 840), parents (n = 635), and teachers (n = 90) completed bullying questionnaires at baseline, 1 (postintervention), and 2 (follow-up) years. RESULTS: Intervention children reported higher odds of being happy at school (at 2 years, odds ratio [OR]: 1.64; 95% confidence interval [CI]: 1.20–2.25) and playing with more children (at 1 year, OR: 1.66; 95% CI: 1.29–2.15) than control children. Although intervention children indicated they were pushed/shoved more (OR: 1.33; 95% CI: 1.03–1.71), they were less likely to tell a teacher (OR: 0.69; 95% CI: 0.52–0.92) at 2 years. No significant group differences were observed in parents reporting whether children had “ever” been bullied at school (1 year: P = .23; 2 years: P = .07). Intervention school teachers noticed more bullying in break time at 1 year (difference in scores: 0.20; 95% CI: 0.06–0.34; P = .009), with no corresponding increase in children reporting bullying to teachers (both time points, P ≥ .26). CONCLUSIONS: Few negative outcomes were reported by children or parents, except for greater pushing/shoving in intervention schools. Whether this indicates increased resilience as indicated by lower reporting of bullying to teachers may be an unanticipated benefit.

Publisher

American Academy of Pediatrics (AAP)

Subject

Pediatrics, Perinatology and Child Health

Reference44 articles.

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