Piercy, William; (2025) Improving Breaktime Experiences for Autistic Children: Insights from Resource-enriched Playgrounds. Doctoral thesis (D.Ed.Psy), UCL (University College London).

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Abstract

This study explores how autistic children experience and perceive school breaktimes (sometimes referred to as recess in other countries), focusing on the impact of the Outdoor Play and Learning (OPAL) programme. Conducted across four primary schools implementing OPAL, the research involved ten autistic pupils (8–11 years old) and five staff members (four play leads and one SENCO). Data were collected through photo elicitation, semi-structured and paired interviews with children, staff interviews, and structured playground observations, and analysed using reflexive thematic analysis and semi-structured observational coding. Children and staff identified OPAL-related benefits that supported children’s psychological needs for autonomy, competence, and relatedness, consistent with Self-Determination Theory. Facilitators included diverse equipment, structured activity zones, and adult encouragement of risk-taking and problem-solving. These were seen to foster peer connections, skill development, and positive shifts in staff perceptions and children’s self-identity. Observations indicated that on average children were socially engaged for most of their breaktimes, showed diverse play preferences, and displayed autonomy with limited adult involvement. Many children described breaktimes as their favourite part of the school day. However, children also reported challenges (e.g., inconsistent rules, fear of embarrassment, unkindness, and social misunderstandings), which may not have been fully recognised by staff. While staff supported children’s growing independence, often scaffolding their problem-solving skills in social situations, less emphasis was placed on fostering mutual understanding in autistic–non-autistic interactions, reflecting Milton’s Double Empathy Problem (DEP) (2012a). Staff were generally unsure how to further improve autistic children’s breaktimes and acknowledged a need to better capture their views, rather than relying on assumptions rooted in neurotypical preferences. Although OPAL was perceived as benefitting autistic children, staff did not view these benefits as a strategic or intentional feature of the programme. Adopting a Social Model of Disability (SMD), the study highlights the need for schools to actively address physical, social and cultural barriers to ensure that autistic children can fully access and benefit from their breaktimes. Educational Psychologists (EPs) are well-positioned to help schools implement inclusive, strengths-based practices to improve autistic children’s play and broader school experiences.

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