The urgent need to support children’s mental health 

The pandemic increased the loneliness and isolation that people, especially children, were feeling. As children re-entered school buildings, people quickly realized that academic recovery from learning loss and recovery from social isolation go hand in hand. While math scores fell in every state, so too did students’ skill development with typical social and physical skills. 

When it comes to mental health, the World Health Organization explains, “Throughout our lives, multiple individual, social and structural determinants may combine to protect or undermine our mental health… Risks that occur during developmentally sensitive periods, especially early childhood, are particularly detrimental… Protective factors serve to strengthen resilience.”

According to the Centers for Disease Controls and Prevention (CDC), “protective factors are individual or environmental characteristics or conditions that promote the health and emotional well-being of children and adolescents.” 

The pandemic negatively impacted children’s sense of safety and belonging, essentially eliminating the protective factors previously available to them. 

“We need to acknowledge the loneliness and isolation that millions are experiencing and the grave consequences for our mental health, physical health and collective well-being,” United States Surgeon General Dr. Vivek Murthy said in a recent article titled “How Can We Bring an End to the ‘Epidemic of Loneliness’?” (source). 

Protective factors can mitigate the effects of risks such as isolation, inactivity, bullying, etc.

Cultivating a culture of connection and physical activity are important protective factors

During the pandemic, daily routines that encouraged social connection and physical activity were disrupted. A large percentage of the population lack adequate social connection, according to the U.S. Surgeon General’s Advisory on the Healing Effects of Social Connection and Community:

“Loneliness and isolation hurt whole communities. Social disconnection is associated with reduced productivity in the workplace, worse performance in school, and diminished civic engagement. Given these extraordinary costs, rebuilding social connection must be a top public health priority for our nation. It will require reorienting ourselves, our communities, and our institutions to prioritize human connection and healthy relationships.” (source)

Schools are one community space where kids can develop connections and build resilience, protective factors that support their mental health, according to the CDC. 

As stated in “Physical Activity: An Untapped Resource to Address Our Nation’s Mental Health Crisis Among Children and Adolescents,” Dr. Murthy emphasized that physical activity is a critical but often overlooked tool to support both the physical and mental health of children. (source)

Alison Vaux-Bjerke is currently a Physical Activity Advisor at the United States Department of Health and Human Services and was formerly a Playworks Coach. 

She said, “Physically active play can have immediate benefits for mental health for adults (reduced anxiety) and long term benefits for people of all ages (reduced depression for all ages and anxiety for adults). And play can take many forms from a race to the mailbox to a game of basketball. However you can fit physical activity into your day, the benefits will show up. And if it’s fun, you’re probably more likely to build that physical activity in more regularly.”

(Sources: Move Your Way® Teen video; Move Your Way® Feel Better Poster; Move Your Way® Parent Materials)

Play helps kids and adults get physically active and feel more connected 

When kids play, they reap multiple benefits at the same time.

“Anyone who has visited a playground or recess yard can hear and see that physical activity and play are sources of joy and fun for kids. And there is an incredibly broad base of research to support this – physical activity can reduce the risk of depression in kids ages 6-13,” Vaux-Bjerke said.

In order to combat the epidemic of loneliness, the Surgeon General suggests three key priorities as a part of his Social Connection Framework. One of these priorities is investing in social infrastructure:

“We must strengthen social infrastructure — the programs, policies, and structures that aid the development of healthy relationships. That means supporting school-based programs that teach children about building healthy relationships, workplace design that fosters social connection, and community programs that bring people together.” (source)

When kids and/or adults play together, all of these things occur while children are joyous and active.

Playworks programming yields protective factors to support the mental health and physical activity of children

“I think Playworks is a strong example of creating community connection. The reach and presence Playworks has had across the country over the past 27 years shows that it can be replicated in many places and spaces. The emphasis on leveling the playing field through play; engaging parents, teachers, and community members through volunteerism; and emphasizing fun and respect represent an example of the power of play in strengthening social infrastructure within communities,” said Vaux-Bjerke.

Playworks partners with schools to increase the physical activity of kids and create a sense of connection and belonging. Many of the outcomes from our programming strengthen additional protective factors associated with supporting youth mental health and wellness including but not limited to:

• Relationships/connections with peers and adults
• Conflict resolution skills and cooperation
• Resilience
• Positive communication

How does it work? The power is in its simplicity. Alison has seen that firsthand, back when she was a Coach on Playworks playgrounds.

“I was not assigned my own school as a Coach, but got to rotate through the different sites and support my peers. I was placed at one school for an extended period due to the other Coach being injured, so I got to be more hands on in coaching the co-ed volleyball team. The kids were so into it that they would want to practice at recess and I would tell them their volleys were, “Beautiful! Beautiful!” I was moved to a different site at some point during the season and on the way to our game site one day, I heard from across the road, “Beautiful! Beautiful!” One of my kiddos from the other school had spotted me and by shouting this simple word, highlighted the power of one caring adult’s investment in a child through play, and how that persists even if the presence changes (e.g., I was still around and could see them at games but not every day at school),” Alison recalled.

Disclaimer: The thoughts expressed in this piece by Ms. Vaux-Bjerke are reflective of her own opinions and not necessarily those of the U.S. Department of Health and Human Services.

The post The Significance of Play in Children’s Mental Health appeared first on Playworks.

Q: What position did you hold at Playworks, where, and for how long?

A: I was an AmeriCorps Program Coordinator for one year (2011-12) and a Program Associate for two years (2012-2014)

Q: What has been your career trajectory since Playworks? How does that trajectory align with what you are passionate about as an individual?

A: I joined Playworks right after grad school and left after 3 years to teach health and wellness classes at my alma mater and other DC-area universities. My degree was in physical activity and public health, so when a fellowship with the U.S. Department of Health and Human Services came my way, I jumped! That has turned into a fulltime position and I’ve been with HHS for almost 8.5 years. I was brought on to work on the Physical Activity Guidelines for Americans, and my Playworks experience and connections really came in handy when we were tasked with developing the National Youth Sports Strategy!

Q: How did your experience at Playworks help set you up for success in that trajectory?

A: I believe my experience in the nonprofit and direct service world is a value I bring to the policy development world. I can speak from my experience on the ground and have been able to successfully envision and facilitate more policy implementation activities to engage with those affected by the physical activity policies I helped craft.

Q: What did you take from your time at Playworks that you carried throughout your career?

A: Something that I found so valuable is how even with the same training and situation, individuals can implement programming or complete deliverables in such different ways that all result in success. I have tried to keep that in mind throughout my career to help me rein in my tendency to want things done my way.

Q: How does play show up for you in your life today? In your work?

A: I have a preschooler, so play is a big part of my life right now. I have used the prompt of “how are you high fiving yourself today” as a regular point of connection with my colleagues. And we have had some office field days recently so I’ve been able to introduce people to some of my favorite Playworks games like Switch.

Q: What would you say to someone considering working at Playworks?

A: Getting in touch with your playful side and supporting others in that is something that you won’t regret. I met incredible people, have hilarious stories, and learned how much play really can make an impact.

Read more from Alison in our article The Significance of Play in Children’s Mental Health

Alison Vaux-Bjerke, MPH, MCHES provides physical activity subject matter expertise to the U.S. Dept. of Health and Human Services’ Office of Disease Prevention and Health Promotion (ODPHP). Her projects at ODPHP have included the second edition of the Physical Activity Guidelines for Americans; the President’s Council on Sports, Fitness & Nutrition Science Board; and the National Youth Sports Strategy (NYSS). Ms. Vaux-Bjerke brings expertise in physical activity and youth sports programming and health education to her current position. She strives to create opportunities to take the policies off the page, which has manifested in community workshops centered on connecting youth sports stakeholders to each other and the NYSS.

Disclaimer: The thoughts expressed in this piece by Ms. Vaux-Bjerke are reflective of her own opinions and not necessarily those of the U.S. Department of Health and Human Services.

The post Playworks Alumni Spotlight: Alison Vaux-Bjerke appeared first on Playworks.

Board members and Playworks teammates visited a local community school where they met with Coach Christina and her Junior Coaches, learned about the school’s partnership with Playworks, and jumped into recess games with students. Through games of volleyball, hockey, Switch, Flies & Spiders, and even hula hooping, kids and adults alike enjoyed a day of play together.

Find photos from the site visit below and meet the board

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Childhood is spent brimming with fascinations of the future – ideas of what infinite potential can amount to, ambitions of fulfilling some innate passion, and the mystery of what the years ahead hold. Some will take on leadership roles, becoming agents in their community. How can we set our students up for success, and ensure that they are able to grow into their full potential?

According to the U.S. Department of Education, youth development is a process that prepares young people to meet the challenges of adolescence and adulthood through a coordinated series of experiences that help them gain skills and competencies. Youth leadership gives students necessary experiences to enhance their ability to navigate their communities.

Leadership opportunities in elementary schools are especially rare.

Leadership opportunities are often deferred to older students or even adulthood, with the assumption that these skills will be naturally developed later in life. Prioritizing leadership opportunities during the formative years of childhood is the best time to enable efficacious leaders to emerge and for students to build upon competencies that will help them for the rest of their lives. 

Play can be a great equalizer

When children play, they have the opportunity to try on new skills and experience new ways of navigating situations in low pressure settings. Without the fear of failure, students are able to problem solve and grow into these skills. Unfortunately, leadership opportunities in elementary schools are especially rare. Playworks’ mission of improving the well-being of all children aims to specifically address this.

Increasing youth leadership opportunities lead to better academic and behavioral outcomes in students.

The benefits of youth leadership are bountiful, with emphasis in social and emotional learning. Students have the opportunity to define skills that will aid them later on in life. These include decision-making, critical thinking, relationship building, adaptability, and much more.

Not only are there numerous benefits for students, but there are gains for teachers as well. 

Students who take ownership of their experiences drive overall success in the classroom.

More confidence and motivation among students lead to increased self-efficacy, allowing them to better complete assignments, handle stress, and strengthen relationships. Academic success, in turn, flourishes, and peer to peer interactions become more productive. The distribution of student responsibility also provides teachers support with group management.

Kids need the opportunity to flourish 

Although the many benefits of leadership development are well documented and acknowledged, it cannot exist without the opportunity. Leadership opportunities must be provided to the student by the adult, which is where we as education professionals come in. Creating space in the curriculum for these opportunities is critical to enabling students to become effective and successful leaders. This could mean introducing classroom roles, delegating small responsibilities, or implementing a youth leadership program. Playworks is committed to youth leadership development and offers many resources, initiatives, and programs to facilitate it.

Youth leadership in your community

Playworks’ Junior Coach program offers elementary students in 4th and 5th grade the opportunity to be leaders for younger students on the playground. Junior Coaches facilitate games for students in grades K-3 and serve as playground leaders by sharing playground safety and engagement  responsibilities alongside recess staff. Implementing a program like this into the school curriculum is easy, and data shows that it is worth the investment. Last school year, 84% of students in the Junior Coach program nationwide experienced improvements in social and emotional development, leading to skill retention and greater preparation later in life.

The Junior Coach program begins with a series of training led by a Playworks Pro Trainer. These trainers travel from school to school delivering experiential learning experiences for both students and staff. Staff learn about the importance of leadership development opportunities. Students learn about the expectations and responsibilities of being a Junior Coach. This includes lessons on equipment management, game facilitation, and conflict resolution on the playground.

It is easy to implement and sustain

As a trainer, I am able to see how the program is received first-hand. Teachers are very receptive to the program, with some telling me that it is easy to implement and more effective than previous programs, in that students are actually excited to participate. Students are eager to take ownership of their newfound responsibility and their experiences on the playground. Younger students are engaged in more play, and enjoy having a peer mentor with them on the playground.

After the training, it is up to the school administration and staff to sustain the program. Incentive programs are often helpful in keeping students accountable and motivated. Once a consistent routine is established, the program is easily managed. Teachers and staff have testified to how easy the program is to maintain, telling me that the students make the most of the experience. As a trainer, it is safe to say that these programs are very effective and continuously upheld.

Both staff and students alike have found great success in the Junior Coach program. Students are excited to take on a leadership role, and staff found the program to be just as easy to implement. More students are engaged in physical activity during recess and Junior Coaches feel empowered to positively influence the school and playground, thereby improving recess climate.

Empower your students today!

We must nurture youth leadership and give students the opportunity to discover their superpowers. Giving young students a head start to develop these important life skills will give them the confidence and ability to walk into their full potential. If you are thinking about implementing a youth leadership program, and are interested in the Playworks Junior Coach program, please reach out to your local Playworks office.

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During #AmeriCorpsWeek, we are sending out giant Whoosh Claps to our 56 AmeriCorps Members completing their service year with Playworks. These Coaches are working in schools in 7 regions, impacting 31,791 kids each and every day.

“For the kids and the future of our youth I’ll do this work 1000 times over again. Giving me the opportunity to make a change within the school community as a whole gives me the drive to keep going and make improvements.”  – Coach Q

Please join us in celebrating these dedicated, playful, caring individuals!

Our 2022-23 AmeriCorps Coaches are currently serving in:

Colorado

Indiana

Michigan

New England

New York/New Jersey

Pennsylvania

Southern California

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Each brings a unique set of talents and perspective that will support Playworks’ mission. The individuals who joined the Playworks Board in December 2022 and January 2023 are:

Leslie Boissiere

Vice President, External Affairs
Annie E. Casey Foundation

Leslie oversees the Annie E. Casey Foundation’s KIDS COUNT effort, as well as the areas of policy reform and advocacy, strategic communications, leadership development, equity and inclusion, organizational effectiveness and national partnerships. Leslie brings more than 15 years of results-driven executive experience in both the public and private sectors. Prior to joining the Foundation, Leslie worked as a vice president for AARP, the nation’s largest nonpartisan nonprofit devoted to serving adults aged 50 and older. Leslie has also served as executive director for the White House Council for Community Solutions, where she led efforts to develop cross-sector, community-based strategies to address the needs of disconnected youth. She holds a master’s degree in business administration from the Stanford University Graduate School of Business and a bachelor’s degree in accounting from the University of New Orleans.

Valerie Cuevas

Director of Education
California Community Foundation

Val Cuevas leads early childhood education and transitional kindergarten through 12 grade partnership opportunities for California Community Foundation. With expertise in educational equity, state legislative policy and K-12 governance, she previously led Education grantmaking strategy at the Silicon Valley Community Foundation (SVCF). Additionally, Val previously served as President of the West Contra Costa Unified Board of Education, a middle-sized, urban Bay area school district serving approximately 30,000 children, seventy-five percent of whom are English learners, low-income and/or foster youth students. Val is a proud product of California’s public education system and a staunch advocate for kids. She holds dual bachelor’s degrees in political science and sociology from the University of Southern California and a master’s degree in educational psychology, administration and counseling from California State University, Long Beach.

Antoniya Marinova

Senior Director of Education
The Boston  Foundation

Antoniya Marinova is Senior Director of Education at the Boston Foundation, where she leads the Foundation’s early childhood and education strategies, including K-12 and postsecondary initiatives, strategic partnerships, and grantmaking. In 2022, she also temporarily served as the interim executive director of the Boston Opportunity Agenda, the City’s principal cradle-to-career public-private partnership and a core Boston Foundation partner. Antoniya joined the Foundation seven years ago from Harvard University’s Center for Education Policy Research, where she led a multi-state study on Common Core implementation as well as multiple Strategic Data Project research projects. Previously, she was also a research analyst at Mathematica Policy Research and a research associate at the Federal Reserve Bank of Boston, where her work focused on regional policy and economic issues. Antoniya has a BA in economics from Mount Holyoke College and an MPP in social and urban policy from the Harvard Kennedy School.

Kanika Pasricha

AVP Strategy and Growth
Sunlife Financial

Kanika Pasricha is AVP of Strategy at Sun Life Financial (Canada). She orchestrates strategic planning and leads strategy projects across Sun Life’s businesses . Previously, as Senior Director of Corporate Strategy at Rogers Communications, Kanika led her team on go-to-market and innovation-focused projects. Prior to this role, Kanika has held roles as a Project Leader at the Boston Consulting Group (in Toronto) and as an Engagement Manager at McKinsey & Company (in New York). Kanika volunteers as an alumni interviewer for Princeton University, and as an admissions committee member and young alumni mentor for the Summer Science Program. Additionally, she is a co-leader of a Womens’ Circle for Stanford Graduate School of Business alumnae. She holds an MBA from the Stanford Graduate School of Business, and a Bachelors in Electrical Engineering from Princeton University.

Susan Stone

Marketing Director
PricewaterhouseCoopers

Susan Stone has more than 30 years’ experience in business management and marketing. Based in Los Angeles, Susan has been with PricewaterhouseCoopers LLP (PwC) for 13 years, and in her current role as Director of Firmwide Nonprofit Marketing and Sponsorships, she leads the firms national nonprofit investment and sponsorship strategy, working closely with team members to ensure nonprofit investments are aligned with the firms Purpose and Inclusion Strategy, build brand in the community, and provide opportunities to forge relationships with new and existing buyers. Previously she served as Director and Marketing Leader for PwC’s Southwest market and spent 8 years as the Director of Marketing and Business Development at the national law firm of Manatt, Phelps & Phillips.  Susan has served on Playworks’ Southern California regional board for several years so brings regional perspective to the National Board.

Here’s what the new board members said about this appointment: 

“As a member of the Playworks National Board of Directors, I am excited to contribute my public education knowledge and sector expertise in support of the numerous Playworks partners and staff working hard every day to meet the needs of our communities. I look forward to contributing to the organization’s progress on making play access and experiences equitable and enjoyable for every child, especially children of color. ” – Val Cuevas 

“Play has a valuable place in every person’s life. I’ve proudly served on the Playworks Southern California Regional Advisory Board for 9 years. In that time, I’ve witnessed and felt the power of play impacting kids and adults alike. I’m joining the Playworks National Board of Directors now so I can help the organization expand its important work across the country.” – Susan Stone

 

View the full list of current Board of Directors

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Researchers, scientists, and doctors have studied the effects of play on kids–and adults–and understand that this natural behavior has tremendous benefits. As the American Academy of Pediatrics notes, “Play is essential to development because it contributes to the cognitive, physical, social, and emotional well-being of children and youth,” while it also “offers an ideal opportunity for parents to engage fully with their children.”

This is true both with free play and with organized play where there are common goals and agreed upon rules.

Let’s explore an example of how play can improve your life. Playing catch, for example, sounds simple but can have tremendous benefits.

Physical: Understanding physical boundaries and spatial awareness while developing motor skills like hand-eye coordination.

Social: Communicating with another person, verbally and non-verbally, while working toward a shared goal.

Emotional: Practicing trusting another person, sharing a value with them, and regulating emotions when you are both successful and unsuccessful.

A game of catch, like many other games, offers immediate benefits for the participants. It can help people discover the world around them and navigate new challenges in a safe way, physically and emotionally. It also offers long-term benefits. In this example, both participants could experience increased confidence, relationship development with the other person, and improved communication skills.

The Playworks vision is that one day every kid will get to benefit from playing every day. If playing is so simple and provides these immediate benefits, what are some barriers to this vision becoming a reality?

When play is seen as frivolous, people don’t create or empower kids to utilize time, space, and energy for play.

Play must be experienced and valued for its tremendous benefits. When adults, older children, and peers value play both for the sake of the activity itself and for the benefits, positive play practices can be incorporated into daily rituals and kids will develop additional skills.

“When children feel supported by the adults in their environment, they also gain a greater sense of their own creativity and belonging in the world around them.”
– Elizabeth Cushing, Playworks CEO

Kids require emotional and physical safety in order to play.

Children are complex people. What kids experience in their daily lives, for example community violence or fears of bullying, may impact their willingness and abilities to engage in play. Shy kids also might see play as scary and intimidating.

“In addition to its physical benefits, safe and healthy play also provides children with opportunities to develop their social and emotional well-being. Positive interactions with their peers and caring adults can build a foundation for empathy and emotional regulation later in life.” – Jennette Claassen, Director of Evaluations, Playworks 

To create physically and emotionally safe play spaces, we must consider a child’s whole experience and support their ability to regulate their emotions coming into, during, and immediately after playing. It also includes being intentional about the boundaries and equipment used in play spaces to reduce the potential for physical harm.

Over the past 25 years, we’ve helped thousands of children and the adults supporting them see that any space can become a safe and inviting play space, many games can be played without equipment being required, all while decreasing the potential of children hurting themselves during playtime. We’ve also embraced ways in which shy children can be invited into opportunities to play in a way that feels emotionally safe for them.

“Better recess creates better learning. Happier children learn better.” – Victoria Grau, Recess Supervisor, John Garvy Elementary School, Chicago, IL

Communities don’t always empower children to engage in inclusive play spaces.

Communities that create and promote a sense of belonging empower children to engage in play. Playtime should not be a reward that can be revoked, it should be seen as a benefit for children to enjoy regularly. All kids should be able to choose how they play, and feel welcomed to do so within their community. Youth peers and adults can role model behavior as members of the community to make sure everyone is invited into games and modify games to fit the needs of the community.

“By tackling empathy at recess, we aren’t just hoping that kids will practice it. We know they do, because we see the difference.” – Matthew Harris, Principal, John F. Kennedy Elementary School

Take this example:

Playworks Coach Mike created an inclusive space for play last fall when he noticed one of his kindergartener students, Cayden, walking around by himself at playtime. After spending time with Cayden, Coach Mike learned that he was not getting invited to join games because he had not learned how to throw or catch a ball. So, for a few minutes at the beginning of each recess, they would throw and catch a football across the playground. It didn’t take long for other students to take notice. Cayden’s classmates became very invested in his success and began to cheer him on or join in.

It will take a combination of safe and healthy play practices, spaces, and communities to ensure that every kid can reap the physical, social, and emotional benefits from playing every day. This can happen in our lifetime.

What will it take to do so? We believe it will take an increase in the number of engaged adults, dedicated partners, and sharing of best practices to scale this impact. YOU can help every kid benefit from playing every day.

GET INVOLVED

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 1. Celebrating 25 Years 

The 2021-2022 school year marked a major milestone for our team as we celebrated 25 years of bringing the power of play to kids across the country.

Since our launch in 1996, Playworks has served 2,174,400 kids through 3,259 school partnerships, out-of-school providers, and community organizations through on-site services, professional development, and digital support.

These partnerships — supported by network of adults committed to our mission — brought the social, emotional, and physical benefits of play to an entire generation of young people. 

But the work does not stop here. We are already planning how the power of play will continue to impact our world over the next 25 years and beyond!

 2. Playing with Sports Superstars

You never know who will stop by a Playworks playground to visit the next generation of allstars.  

Throughout the year, special guests visited Playworks schools for unique and exciting days of play. From ball hockey with the LA Kings to freeze tag with the Milwaukee Bucks, there were games, laughs, and of course plenty of play enjoyed by all. 

 3. Taking Play on the Road

In February 2022, Playworks Southern California introduced a new approach to closing the play equity gap with Park on the Move. This mobile program brought a unique play experience to youth in neighborhoods with limited access to park and recreation space.

Launched in collaboration with the LA84 Foundation, Play Equity Fund, and the County of Los Angeles Department of Parks & Recreation, the program transformed schools, libraries, and church parking lots into safe spaces for kids to engage in play alongside caring adults. 

In its first year, Park on the Move reached over 400 kids and over 230 parents, caregivers, and youth development professionals within Los Angeles County neighborhoods.

Learn more about Park on the Move and the impact it made during its first year of operation. 

 4. Building the Game Plan

Our new, free webinar series, The Game Plan, launched this year to help connect educators and administrators with the tools they need to bring the power of play to their schools.

In each session, education professionals from across the country explore what makes a great recess and the impact of quality play on students in the classroom and beyond. Of course, it wouldn’t be a Playworks program without some interactive games included.

So far, we have explored five ways to have a great recess and answered three important questions about bringing play indoors. 

What’s coming up next? 

View the full webinar schedule and reserve your spot at the next two sessions. 

 5. A Major Gift

Playworks was honored to announce a generous gift from philanthropist MacKenzie Scott this year. As a finalist for Time’s Person of the Year, MacKenzie has become known for her unsolicited contributions to many incredible nonprofit organizations. Being chosen to receive this gift served as a testament to our commitment to the communities we partner with. 

MacKenzie’s gift, along with the generosity of community members across the country, will help make play accessible to more kids and fund our work with schools and community-based organizations supporting the social, emotional, and physical development of kids. 

Thank you (and a huge Whoosh Clap) to all of our school and out of school time partners, coaches, supporters, and staff for another year of sharing the power of play with more than 500,000 kids across the country this year. We look forward to what we will accomplish together in 2023.

Donate now to make a difference for kids in our community in the years to come.

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Playworks is proud to receive the 2022 Top-Rated Award by GreatNonprofits, the leading provider of user reviews about nonprofit organizations.

Playworks was honored with this award based on the large number of positive reviews written by our schools, supporters, and parents. “Our work is not possible without our school partners, board members, volunteers, and all of Playworks nation,” said Playworks CEO Elizabeth Cushing. “These reflections solidify our belief that we are having a real impact throughout our communities, and inspire us to keep working to ensure every child has the opportunity to experience safe and healthy play everyday.”

Below are just a few of those reviews, highlighting our work over the last few years.

A teacher from one of our school partners shared,

“Our school has worked closely with Playworks for the past few years and I have noticed such a huge improvement in the overall social, emotional, and physical health of our students due to the success of this program. The Playworks game time, as well as the junior coach program, have helped to develop strong, collaborative, and confident leaders across all grade levels within out school community. The coaches have done a wonderful job creating a safe, welcoming, and inclusive environment on the playground through structured games and clear expectations. Most importantly, our recess time has completely transformed due to this program! Students now have the tools (and necessary skills) needed to work out disagreements and differences through conflict resolution. This has also impacted our classroom learning environment and has contributed to academic success. As a teacher, I cannot say enough great things about this program. Thank you Playworks!”

A board member reflected on their experience serving in a leadership role with Playworks:

Read our reviews and add your story

Interested in supporting the work Playworks is doing to bring safe and healthy play to kids across the country? Your contribution can make a difference!

Donate

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