Let’s Play: Co-designing inclusive school playgrounds with neurodivergent children

School playground design does not always reflect the needs of the children who play there, particularly neurodivergent children. This leads to exclusion and limited opportunities for skill development and peer relationships. This research engages children with neurodivergent conditions, who are rarely asked for their opinions, to conceptualise their vision of their ideal school playground. It demonstrates what is required in play environments to make them inclusive and why neurodivergent children should be included in research.

This qualitative research involved two groups of children aged 10–12. Seven ‘predominantly neurodivergent’ (ND) students and six ‘predominantly neurotypical’ (NT) students, across two public, government-run schools in Brisbane, Australia. Play-based workshops used a co-design methodology to create play prototypes, drawings and journals, alongside interactions with a sensory sculpture on the school playground.

Guided by the social model of disability and a strengths-based neurodivergent approach, thematic analysis revealed what play features were necessary to support more inclusive play. Participants developed four key design principles from play features that included sensory, social, challenge and nature as priority areas for inclusive playground design. Further, Biophilic, Salutogenic and Prospect-Refuge theories validate what play features are essential to sustain ND children’s involvement at play. These elements fostered physical, social, and emotional inclusion, enabling children to play for longer, promoting positive social outcomes.

Affordance theory underscores the value of these features in meeting neurodivergent children's needs and enhancing their play experiences. This research highlights opportunities for more inclusive playgrounds and for designers to create environments that support diverse users.