Risky Play Is Not a Dirty Word: A Tool to Measure Benefit–Risk in Outdoor Playgrounds and Educational Settings

David Eager (), Tonia Gray, Helen Little, Fiona Robbé and Lisa N. Sharwood
Additional contact information
David Eager: Faculty of Engineering and Information Technology, University of Technology Sydney, P.O. Box 123, Broadway, NSW 2007, Australia
Tonia Gray: School of Education, Western Sydney University, Locked Bag 1797, Penrith, NSW 2751, Australia
Helen Little: Macquarie School of Education, Macquarie University, Wallumattagal Campus, Macquarie Park, NSW 2109, Australia
Fiona Robbé: Architects of Arcadia, 108 Arcadia Road, Arcadia, NSW 2159, Australia
Lisa N. Sharwood: Faculty of Engineering and Information Technology, University of Technology Sydney, P.O. Box 123, Broadway, NSW 2007, Australia

IJERPH, 2025, vol. 22, issue 6, 1-24

Abstract: Challenge, adventure, and risky play have repeatedly been found to be learning environments that positively shape childhood well-being and development. Extant evidence-based research conveys the physical, cognitive, and socio-emotional growth associated with risky play provision. However, understanding the interplay of risky play, injury, and safety is more nuanced and complex. The goal of this paper is to introduce a tool which allows educators, parents, health practitioners, urban planners, playground designers, certifiers, manufacturers, and inspectors to estimate both the benefit and risk of outdoor play and learning settings, such as playgrounds, adventure parks, or risk-taking activities. One of the key challenges associated with societal risk appetite or risk tolerance has been the inability to quantify the inherent benefits of risk taking in playgrounds and educational settings. Historically, the assessment of ‘benefit–risk’ has been dominated by a zero tolerance of incidents, whether in the workplace or road safety settings. Against this backdrop, if playgrounds and outdoor learning settings are boring, children will go elsewhere to seek thrills and adventure, which may often be manifested in antisocial behaviour. In 2023, ‘benefit–risk’ was formally recognised in the area of sport and recreation by the International Organisation for Standardisation, when it published the ISO 4980:2023 benefit–risk assessment for sport and recreational facilities, activities, and equipment. ISO 4980:2023 is a departure from the traditional view of risk management, in that it presents a perspective of risk which is not limited to framing risk as negative, but rather balances the calculation of positive benefits as well as the risks associated with the activity. Correspondingly, hazardous situations which have zero benefit should be eliminated or mitigated. The tool introduced in this paper offers playground inspectors and educators the ability to measure and assess both the benefit and risk of outdoor playgrounds and educational settings where children play, learn, and flourish.

Keywords: antisocial behaviour; benefit risk; challenge and adventure; childhood development; educational settings; ISO 4980:2023; learning environment; outdoor education; playgrounds; recreational risk; risky play; well-being (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2025
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