Implementation of Loose Parts Play in an Inclusive, Rural Elementary School: The Experiences and Participation of School Staff and Children

This study explored children’s and school staff perceptions of the implementation process, recess participation, and the attributes of Loose Parts Play (LPP). A 15-month explanatory single-case study design was employed involving a rural inclusive school. Multi-component implementation strategies were utilized over an entire school year to support the tailored adoption of LPP. Focus groups (6 school staff/parents; 9 children, grades 3–7 with/without disabilities) and individual interviews (principal) were conducted at two time points, 7 months apart. Thematic analysis was conducted. Common themes across two time-points suggested a shift in perception supporting the implementation process among school staff: Participation and Engagement, Duty of Care and Risk, and Filling a Void, and among children: Keep Us Safe and Let us Play, and Recess Vibe. Unique themes surrounding implementation identified by adults, Planning the “How to” and What We’ve Learnt from this Process, and by children, LPP Would be Cool and We Have Ideas to Make it Better, contributed to tailoring LPP in their context. Completed the next school year, follow-up surveys (7 school staff) suggested the experience remained positive, and LPP continued. School-based occupational therapists can build on this knowledge when seeking to implement and sustain LPP, fostering participation at recess.