By Karen D’Souza (she/her), program design consultant and MA student, UBC
Stressful events are common in childhood and sometimes, from an evolutionary perspective, even necessary for development. Healthy stress teaches us how to manage our emotions and help us figure out solutions. However, when the level of stress disproportionately increases, children can reach a breaking point.
Immigrant children also cope with acculturation stress, which children are not often explicitly taught about. Acculturation stress is the stress caused because of giving up one’s heritage or home culture and shifting toward the values and behaviours of the settlement or host culture, which is typically dominant.1 Canada is an increasingly diverse country. As per the 2021 census data, people from over 450 ethnic or cultural origins reside in Canada’s diverse classrooms. In 2021, 23% of the population were or had been a landed immigrant or a permanent resident.3 In these times, it is imperative for schools to be spaces where children’s well-being is valued.
One thing that can help children in these stressful times is quality play experiences. Play is a crucial tool that is valued in the early years, but it’s significance slowly diminishes with age as other competing requirements, like academics, take precedence. In fact, while play is known to be a skill-building tool in elementary and secondary school, we often fail to recognize that play by itself is a stress-relief tool. Play can be utilized both as a diagnostic tool to identify stress as well as a stress-reducer in a variety of ways. In addition, play acts as a cultural bridge for children to help make meaning of their life, build relationships, and strengthen bonds. Below are strategies to utilize play more effectively in classrooms.
Play as a diagnostic tool
Be observant: When children engage in play, it is an opportunity for us to learn more about their lives. Look for signs of their emotional state, interests, and concerns reflected in their play. Observe their choice of games, playmates, and environment. Observe their tone and body language. Observe how they problem solve and handle conflicts with peers. All of this is vital information to us as educators.
Avoid judgment: When children engage in behaviours that do not fit traditional norms, refrain from labelling behaviours as “bad” but instead reflect on the reason for these behaviours. Look at surface behaviours and avoid comparing it to adult norms and expectations. Try and understand their needs or feelings.
Be curious: Ask questions to know more. Show interest and inquire about the choice of characters, games, or decision-making process. When we are curious, we begin to unpack and understand students better.
Support with resources: Create a safe space that allows different kinds of play. This can be done by providing a range of open-ended materials and games. Offer uninterrupted time for children to play and fully explore their ideas.
Play as a stress reducer
Use physical play: Physical play allows children to expend surplus energy. Children who have built-up anxieties can channel this energy effectively in physical play.
Provide structured play time: Trauma-informed practices suggest that children do not like surprises. Children who have experienced trauma often feel more secure when they know what to expect. Structured play provides a sense of routine and predictability that can be comforting. By understanding the structure and expectations of play time, children gain a sense of control over their environment, which is particularly important for those who have felt powerless because of traumatic experiences.
Provide choice and autonomy in play: Providing choice and autonomy in play allows children feel a sense of agency. Let children choose a game they like to play or choose playmates. Exposure to different games and friends are a part of learning,
Play as a cultural bridge
Be aware of cultural practices: While play may seem universal, there are a lot of different unspoken norms across cultures. Refrain from dismissing their choices but instead understand cultural practices and work toward creating comfort before encouraging them to expand their comfort zones.
Allow children to teach peers games from their country or culture: There is no greater joy than to teach a new game that children are familiar with at home. This results in a sense of pride and achievement. Encourage children to explain the significance and rules of the game they introduce.
Encourage children to use their native language: Language should never be a barrier to play. Encourage children to use languages they are most comfortable with in play, and you might learn a few new words too.
In the face of increasing mental health stresses and cultural diversity in our schools, let us embrace play as a vital strategy for overall health. By doing so, we not only support our students’ emotional well-being but also cultivate a more inclusive, understanding, and resilient generation of learners.
References
A. Gupta, F. Leong, J.C. Valentine, & D.D. Canada, “A meta‐analytic study: The relationship between acculturation and depression among Asian Americans,” American Journal of Orthopsychiatry, 83(2-3), 372–385, 2013: doi.org/10.1111/ajop.12018
Statistics Canada, “The Canadian census: A rich portrait of the country’s religious and ethnocultural diversity,” The Daily, October 26, 2022: www150.statcan.gc.ca/n1/daily-quotidien/221026/dq221026b-eng.htm
Statistics Canada, “Immigrants make up the largest share of the population in over 150 years and continue to shape who we are as Canadians,” October 26, 2022: www150.statcan.gc.ca/n1/daily-quotidien/221026/dq221026a-eng.htm