By Chad Kennedy

Part I of this series explored the important role inclusive playgrounds play in supporting childhood development and extending learning beyond the classroom. Unlike conventional playgrounds, which often emphasize physical activity, inclusive play spaces incorporate sensory-friendly features, flexible play opportunities and nature-based elements that encourage social interaction, creativity, emotional regulation and engagement among children of all abilities.

While these environments offer significant educational and developmental benefits, barriers related to funding, maintenance and traditional perceptions of play continue to limit their adoption.

Despite the overwhelming benefits of inclusive playgrounds, several challenges prevent widespread schoolyard adoption. Part II examines these challenges and outlines practical strategies for schools seeking to create more inclusive outdoor learning environments.

The Misconception that Playgrounds Are Not Educational

Many school administrators and policymakers still understandably perceive playgrounds as spaces for unstructured activity rather than integral learning components. This belief leads to underinvestment in outdoor play areas.

While attending the 2025 National Conference on Play at Indiana State University, I heard countless educators express that they are not included in the design process of the playgrounds that they are expected to utilize. Similarly, on a recent call with a large school district in the South, a Facility Manager told me that several families of students with disabilities were dissatisfied with a recent playground installation project that didn鈥檛 include them and were very vocal about its lack of inclusive features, resulting in the need for experts to get involved post-construction.

School facility and management teams can embrace the research supporting play-based learning that their own education staff and experts in the field are familiar with and include their students and families in the process.

This does mean that the planning of projects might take a little more time and effort, but it provides real-world input from students and families on their developing problem-solving skills, creativity, and social resilience. This process can shift perspectives and create positive progress. Also, if education teams can demonstrate and present the positive impact of outdoor learning spaces on student engagement and mental well-being to decision makers, they can help integrate playgrounds into school planning discussions.

Lack of Funding and Maintenance Concerns

Budget constraints often prevent schools from prioritizing inclusive outdoor spaces. Administrators may see these projects as expensive, and ongoing maintenance can be a deterrent. Many facility managers also prefer to have all playgrounds throughout their districts match, requiring less pieces to be held on hand for repairs.

Cost-effective strategies such as using modular play elements, leveraging community partnerships and incorporating green infrastructure can make inclusive playgrounds more feasible. Schools can collaborate with local businesses, nonprofits and parent advocacy groups to secure funding. Additionally, thoughtful design incorporating natural elements 鈥� such as shade trees and sensory gardens 鈥� can reduce long-term maintenance costs compared to traditional asphalt and plastic play structures.

Educators also need to work together with facility teams to recognize that not all children are the same, and not every school or neighborhood has the same needs.听 There needs to be some diversity in play spaces in order to match the diversity in the school鈥檚 demographics.

The One-Size-Fits-All Approach to Playground Design

Many school playgrounds are designed without considering students鈥� diverse needs. As a result, children who require different forms of play, particularly those with disabilities and sensory sensitivities, are often left out.

Schools can embrace varied play experiences, incorporating tactile pathways, adjustable height equipment, and quiet zones. Providing multiple types of play 鈥� such as active play areas, nature exploration and sensory-based spaces 鈥� ensures that all children can engage meaningfully in a way that matches the way they play.

A few years ago, a misguided educator told me that they only wanted active play features for their playground because they don鈥檛 allow children to be idle during recess. They wanted the children to work out their wiggles. What she failed to recognize is that for some children, the exertion of that energy during recess only works them up to an imbalanced state, when what they really needed was a break from all the social noise and chaos around them. Those children need smaller quite spaces and exploratory play that engages them in a different way. Diversity in the play environment will help meet the various needs of the children.

Resistance to Change

Institutional inertia often slows progress in adopting inclusive design. Decision-makers may resist altering existing playgrounds due to political concerns or a lack of awareness.

There are great project and curriculum examples all over the U.S. that teams can highlight to build support for broader implementation. Additionally, the flexibility of school-managed playgrounds allows for gradual improvements and iterative design based on ongoing observation and feedback from students and educators.

The Urgency of Inclusive Playgrounds

The need for inclusive playgrounds has never been more pressing. The push for justice in education continues to gain traction, and parents are increasingly aware that they have choices in their children鈥檚 educational environments. Inclusive playgrounds directly respond to the need for greater accessibility and inclusivity in schools, ensuring that all children can learn and thrive together.

Furthermore, playground design should consider children鈥檚 evolving experiences. What engages a kindergartener will differ from what excites a sixth grader, emphasizing the need for layered, exploratory spaces that allow children to engage at different levels as they grow. Observing and refining their outdoor spaces will help them remain relevant, engaging and beneficial.

The lingering impact of COVID-19 also underscores the importance of trauma-informed design. Many children continue to experience anxiety and social disengagement because of the pandemic. Inclusive playgrounds can serve as spaces for re-establishing trust, fostering positive interactions, and supporting emotional resilience. Thoughtful design elements 鈥� such as observation points where children can feel safe while gradually engaging with peers 鈥� help ease social reintegration.

The future of education can extend beyond the confines of traditional classrooms. Inclusive playgrounds offer more than recreation; they are dynamic learning environments that support cognitive, social and emotional development. Schools that prioritize these spaces will foster deeper engagement, encourage positive socialization and promote student well-being. By integrating inclusive play into the educational framework and even into curriculum schools can create spaces where all children can explore, play and learn 鈥� on their terms, in a way that suits their unique needs.

Chad Kennedy, FASLA, CPSI, is a Director, Landscape Architecture with Westwood.

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By Chad Kennedy

Playgrounds have long been considered spaces for recreation, a place for children to expend energy between structured lessons. Yet, for all children, but in particular those with disabilities and sensory sensitivities, they represent something much more profound 鈥� an environment where social, cognitive and emotional development unfolds through play. Despite the potential benefits playgrounds have for childhood development, many decisionmakers still understandably perceive playgrounds as secondary to traditional classroom learning. This perspective, however, overlooks critical contributions that inclusive playgrounds can offer in childhood education and overall well-being.

Inclusive playgrounds are intentionally designed to include all children in play, providing diverse opportunities for exploration and learning in a safe, engaging environment. They help students develop social interaction skill sets, manage sensory input experiences and build emotional resilience 鈥� all essential to their educational success. As awareness of justice and sustainability in education grows, schools can aim to recognize and embrace these outdoor spaces as vital extensions of the learning environment.

To truly understand the significance of inclusive playgrounds, we must first examine the deep connection between play and learning 鈥� an essential relationship that extends far beyond the classroom walls.

The Educational Value of Playgrounds

Play is a fundamental part of childhood development. Through play, children learn to interact with the world, navigate social dynamics, and process sensory input. These skills cannot be mastered at a desk alone. Play spaces are critical for learning self-regulation and developing social skills in a low-pressure environment. Children with disabilities benefit greatly as they learn and practice these skills alongside their peers.

In an inclusive playground, students learn problem-solving, teamwork and conflict resolution in real-time. Sensory-friendly elements allow children to explore different inputs, helping them understand and manage their own personal sensory thresholds. Teachers can leverage playground time to extend their curriculum, using outdoor environments to teach concepts such as spatial awareness, cooperation and even science and physics through nature-based play elements like water tables, loose play parts and gardens.

Additionally, outdoor spaces provide sensory input that reinforces classroom lessons. Whether it鈥檚 a playground near a library that integrates story time into play or an outdoor stage for interactive learning, these spaces create experiential learning opportunities beyond scholastic exercises. Well-designed playgrounds immerse students in play-based, non-prescribed learning by recognizing that children have differing learning styles and diverse engagement methods.

While the benefits of play-based learning are clear, not all playgrounds are created equal. Traditional playgrounds often fall short of providing meaningful engagement for all children, which raises an important question: What makes a playground genuinely inclusive?

The Difference Between Conventional and Inclusive Playgrounds

Most traditional playgrounds focus on gross motor skills (running, climbing and jumping), often offering limited options for those with sensory sensitivities or mobility challenges. Conventional spaces regularly lack the flexibility to engage children with varying needs, creating unintentional barriers to play. The one-size-fits-all approach 鈥� installing standard slides, swings and jungle gyms 鈥� excludes large numbers of children with differing abilities.

On the other hand, inclusive playgrounds prioritize diversity in play by incorporating features that support all children regardless of ability. Thoughtful design choices, such as cozy retreat spaces, allow children to self-regulate when overwhelmed. These spaces provide a vantage point where children can observe the playground and engage, on their terms. Without them, children who experience sensory overload often withdraw to unsafe locations, such as under jungle gyms, behind structures or even outside the play space where they might be injured or get lost.

Loose-parts play 鈥� incorporating blocks, sticks, balls, natural plant parts and other movable components 鈥� supports creativity and sensory exploration, avoiding static features and encouraging dynamic play environments. Water and sand play areas allow children to manipulate materials and learn cause-and-effect relationships while engaging their senses. Meanwhile, incorporating nature-based/green landscape features instead of blacktop reduces heat and enhances the connection to nature, making the playground more inviting.

Schools also have advantages over public parks when implementing inclusive play spaces. Unlike public parks, schools are managed environments with constant oversight, allowing for the integration of docents/teachers/assistants who can monitor play. PTAs and school organizations serve as built-in support systems that can advocate for funding and facilitate long-term playground maintenance. Oversight also opens up the use of a wider range of loose play items that can be used more frequently and maintained in functioning order. With larger play spaces than many public parks, schools have room to design playgrounds that offer multiple experiences, from physical challenges to sensory engagement, to passive play.

Despite clear advantages of inclusive playgrounds, their adoption into school systems remains uneven. Several challenges 鈥� from funding limitations and maintenance preferences to outdated perceptions of play 鈥� hinder their widespread implementation. Part II of this article will explore some of those challenges, and outline effective strategies for successful adoption of inclusive playgrounds.

Chad Kennedy, FASLA, CPSI, is a Director, Landscape Architecture with Westwood.

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By Laurence Holland

For nearly all of The Harvard Crimson鈥檚 150-year history as a student newspaper, it reported news in the same way: through a daily print edition produced in the basement of its headquarters at 14 Plympton Street in Cambridge, Mass. When the COVID-19 pandemic arrived in early 2020, however, it prompted the newspaper to shift its publishing online and ushered in a permanent operational transformation.

As a result, The Crimson鈥檚 headquarters no longer sufficiently supported its operations. Most notably, idle printing presses and other dated technologies occupied a significant amount of floor space at the expense of other programmatic needs.

Adapting to A New Culture of Collaboration

In 2024, the Toronto- and Cambridge-based KPMB undertook a renovation to support this new way of working, restart a culture of in-person collaboration and prepare students for the professional world of journalism 鈥� the state of which was significantly different when the building was last updated more than 30 years ago.

Fulfilling these ambitions required reconfiguring the building, and the crux of the puzzle was the basement press room. By removing all but one printing press module (which remains as a symbol of the newspaper鈥檚 past), the press room has been reimagined as a flexible workspace that relieves pressure on the newsroom during busy production nights. Durable and movable tables and chairs enable it to host large board gatherings and serve as the organization鈥檚 event space.

Nearby, a new multimedia suite for video and podcast recording in the basement supports the newspaper鈥檚 efforts to keep pace with the industry鈥檚 shift towards multimedia journalism, where reporters are increasingly in front of the microphone or camera. Although the recording studio is emblematic of The Crimson鈥檚 move to a digital-first publishing model, the space itself is envisioned as flexible infrastructure that can be fitted out and updated according to the organization鈥檚 evolving needs.

鈥淣ot only does the transformation of a number of previously underutilized spaces allow us to better accommodate a staff of roughly 400 students, but the building supports our work in many ways it could not before,鈥� says President of the newspaper E. Matteo Diaz. 鈥淭he multimedia suite has already enabled us to relaunch our podcast and develop new video content.鈥�

Futureproofing Through Restraint

For a student-run organization with a limited budget, futureproofing was best achieved through restraint. Rather than creating spaces that risked becoming outdated in the future, the renovation prioritized simplifying layouts and focusing on the basics of technology, such as providing many electrical outlets and TVs with HDMI and casting capabilities, rather than hardwiring technology into the structure. It was crucial that the building be capable of adapting to future and unforeseen needs without reopening the walls.

The ground floor, which houses the main newsroom and supporting spaces, was also renovated to prioritize fluidity. Historically, each section of the newspaper occupied its own office, but the organization鈥檚 leadership asked for a less siloed working structure and a greater volume of meeting rooms with improved acoustical privacy. For a news organization, this was not only a matter of concentration, but about the vital importance of preserving the anonymity of sources.

Flexibility and Expansion

Today, the newsroom is ringed by a series of glass-enclosed meeting rooms and small booths scaled for private phone calls, while a mix of formal office furniture and casual seating options support the flexibility afforded by laptop-based work. Overall, the renovation has expanded open work areas by nearly 30% and meeting spaces by 65%.

According to Diaz, replacing small team-specific offices with larger conference rooms has fostered unity across the staff.

The redesign has also improved comfort and wellbeing, creating a more inviting destination for students to work and socialize. The newsroom historically suffered from a lack of natural light. In response, the new meeting rooms feature glass dividing walls to enable daylight to filter into the center of the newsroom. Targeted mechanical upgrades have also allowed for more fine-grained control of building systems for improved occupant comfort.

The most notable piece of new architecture is a 300-square-foot pavilion enclosing a portion of a rooftop terrace, which enables barrier-free access to the second floor and historic ceremonial meeting space, known as the Sanctum, for the first time. While the design team initially explored inserting a second elevator to service the building, doing so would have consumed significant usable floor space. Instead, this new enclosure has enabled a continuous accessible path of travel from the existing elevator into the Sanctum, which has been revived as a place for quiet contemplative work and intimate meetings now that it鈥檚 no longer required to serve as the de facto party venue.

The Impact on Operations

How impactful can a renovation defined by restraint be? Since its completion, the building has seen an increase in daily use, with staff spending more time working and socializing on-site. Newspaper leadership also credits the modernized facility with improving their ability to recruit new members.

鈥淭he renovation of 14 Plympton St. has been invaluable for The Crimson,鈥� says Diaz. 鈥淚n just a few months, we have felt the difference that the renovated building makes, and we are incredibly grateful to have a space that will so well equip the next generation of Crimson editors to meet journalism鈥檚 digital-first future.鈥�

Laurence Holland is an associate at KPMB, an architecture and design practice based in Toronto, Ontario and Cambridge, Mass. Prior to becoming an architect, Holland studied philosophy at Harvard College, where he was an editor at The Harvard Crimson for four years.

This article was originally published in the .

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