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OBJECTIVE This mixed-methods systematic review sought to identify the extent and quality of peer-reviewed research regarding the impact of free play on school-aged children’s mental wellbeing, as a proxy for assessing the impact of the playwork approach. METHODS: The review included young people between the ages of 4 and 20 and studies on exposure to, or interventions with, free play which also reported on mental wellbeing outcomes. Populations outside the age range and non-free play interventions or exposures and outcomes not related to mental wellbeing were excluded. Online databases were searched on 18/06/2025. Quality appraisal was undertaken for all studies. Risk of bias was assessed for randomised studies. RESULTS: A total of 23 articles representing 24 unique studies were included, with an approximate participant pool of 13,755. Across three dimensions of mental wellbeing, 41 impacts were identified: 36 positive, 5 no or unclear and 0 negative impacts. Quality appraisal indicated the need for increased consideration of sample sizes and stakeholders. Risk of bias assessment indicated that deviations from intended intervention posed the most risk of potential bias. CONCLUSION: Evidence of free play’s positive impact on mental wellbeing was consolidated in school-aged children and extended into adolescence. Adult initiation of play was indicated as a non-negative contributing factor for positive impact. Further research into the impact on mental wellbeing of free play and the playwork approach is supported by the results of this review. PROSPERO registration: CRD420251042607.
Smith et al. (Mon,) studied this question.
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