An exploratory study of teachers’ beliefs and practices around loss of playtime as a sanction

Aims: This exploratory study aimed to elicit the views of schoolteachers across the United Kingdom (UK) about their beliefs and practices in relation to children’s playtime, the use of withdrawal of playtime as a sanction, and alternatives to removing playtime. Methods: An online survey was developed via a pilot study, and reference to existing literature and a link emailed to all schools within the UK. A self-selecting sample of 177 teachers completed a questionnaire, comprised of predominantly closed items. Patterns within the dataset were identified using descriptive statistical analysis. Findings: Most teachers agreed that playtime was a right for children, but also reported having used loss of playtime as a sanction. Dissonance between teachers’ beliefs and their espoused professional practice was noted. Behavioural and relational approaches were other reported approaches used by teachers, as alternatives to removing playtime. Limitations: The proportion of teachers responding was small, and the sample skewed towards the North West of England. As such, the study should be considered exploratory. Secondary school teachers were under-represented. Conclusions: Implications for practice are considered, including how school-based professionals and educational psychologists (EPs) might support schools to develop policies which promote positive behaviour, whilst protecting and promoting children’s right to play.