Expectations and Assumptions: Examining the Influence of Staff Culture on a Novel School-Based Intervention to Enable Risky Play for Children with Disabilities

Grady-Dominguez, Patricia and Ragen, Jo and Sterman, Julia and Spencer, Grace and Tranter, Paul and Villeneuve, Michelle and Bundy, Anita (2021) Expectations and Assumptions: Examining the Influence of Staff Culture on a Novel School-Based Intervention to Enable Risky Play for Children with Disabilities. International Journal of Environmental Research and Public Health, 18 (3). p. 1008. ISSN 1660-4601

[img]
Preview
Text
Published Version
Available under the following license: Creative Commons Attribution.

Download (1MB) | Preview
[img] Text
Accepted Version
Restricted to Repository staff only
Available under the following license: Creative Commons Attribution.

Download (690kB) | Request a copy
Official URL: https://doi.org/10.3390/ijerph18031008

Abstract

Risky play is challenging, exciting play with the possibility of physical, social, or emotional harm. Through risky play, children learn, develop, and experience wellbeing. Children with disabilities have fewer opportunities than their typically developing peers to engage in this beneficial type of play. Our team designed a novel, school-based intervention to address this disparity; however, our intervention yielded unexpected quantitative results. In the present study, we qualitatively examined divergent results at two of the five schools that participated in the intervention. Specifically, we aimed to explore how staff culture (i.e., shared beliefs, values, and practices) influenced the intervention. To explore this relationship, we employed a retrospective, qualitative, multiple case study. We used thematic analysis of evaluative interviews with staff members to elucidate the cultures at each school. Then, we used cross-case analysis to understand the relationships between aspects of staff culture and the intervention’s implementation and results. We found that staff cultures around play, risk, disability influenced the way, and the extent to which, staff were willing to let go and allowed children to engage in risky play. Adults’ beliefs about the purpose of play and recess, as well as their expectations for children with disabilities, particularly influenced the intervention. Furthermore, when the assumptions of the intervention and the staff culture did not align, the intervention could not succeed. The results of this study highlight the importance of (1) evaluating each schools’ unique staff culture before implementing play-focused interventions and (2) tailoring interventions to meet the needs of individual schools.

Item Type: Journal Article
Keywords: Disabilities, Play, Risky play, School culture, Staff culture, Teacher perceptions
Faculty: Faculty of Health, Education, Medicine & Social Care
SWORD Depositor: Symplectic User
Depositing User: Symplectic User
Date Deposited: 21 Jan 2021 10:42
Last Modified: 15 Nov 2021 17:24
URI: https://arro.anglia.ac.uk/id/eprint/706209

Actions (login required)

Edit Item Edit Item