Putting play in its place: presenting a continuum to decrease mental health referrals and increase purposeful play in classrooms

Abstract

ABSTRACTRecent shifts in elementary instruction over the past few decades have resulted in less play-based engagement in schools. Simultaneously, children are being referred for counseling or mental health services at startling rate. As members of elementary school leadership teams, counselors are often in a unique position to advocate for the best interests of children's overall well-being and to support school faculty in best meeting their needs. This article presents a Continuum of Play inclusive of play-based mental health services for children and instructional play approaches facilitated by classroom teachers. This continuum is intended to be a tool for school counselors to aid teachers in deciphering appropriate levels of developmentally appropriate, play-based classroom interventions with children who may present with academic or behavioral challenges before recommending a clinical therapeutic approach. We believe when children have more opportunities to engage in age-appropriate playful learning, the need for mental health supports may decrease.