Chad Trivette

Every school playground should be looked at again.

Not because anyone meant to leave a child out. Not because schools do not care. But because many playgrounds were built years ago, before today’s understanding of accessibility, inclusive design, sensory needs, communication supports, and meaningful participation.

That raises a question every school district should be willing to ask:

Does the playground we already have work for every child?

A playground can be familiar. It can be loved. It can be used every day. And still have barriers that adults have stopped noticing.

For some students with disabilities, the issue may not be whether they can get near the playground. The issue is whether they can truly participate. Can they move through the play area? Can they play alongside classmates? Can they use the equipment in a way that works for them? Can they communicate, connect, rest, regulate, and belong?

This is not about blame. It is about awareness.

In the 2022 to 2023 school year, 7.5 million students ages 3 to 21 were served under the Individuals with Disabilities Education Act. That was 15 percent of public school enrollment. The U.S. Government Accountability Office has also reported that many public school districts identified physical barriers in school facilities, including playgrounds without stable ground surfaces.

That does not mean every playground is out of compliance. It means every school community should be willing to take a second look.

Walk the playground again. Walk it with special education staff, occupational therapists, physical therapists, recess staff, facilities staff, parents, and students when appropriate.

Ask what is working. Ask what is limiting participation. Ask whether there are stable surfaces, accessible routes, inclusive play features, adaptive swings, communication boards, sensory friendly spaces, shade, seating, and safe transfer points.

Some improvements may be simple: better signage, a communication board, a smoother path, inclusive recess games, staff training, a calmer space, or a shaded seating area.

Other improvements may take more planning: accessible surfacing, adaptive equipment, phased upgrades, grants, capital planning, or community fundraising.

The point is not to fix everything overnight. The point is to stop assuming an existing playground works for every child just because it has always been there.

This work should be led by the school district. Outside partners can help, but the first step is for school leaders to review the playground, understand what is limiting participation, and create a realistic plan to improve access over time.

For school boards, this is a facilities question. For principals, it is a school culture question. For teachers, it is an inclusion question. For special education teams, it is a participation question. For families, it is personal.

The better question is not simply, “Do we have a playground?”

The better question is:

Does the playground we already have give every child a real chance to play, connect, and belong?

Because play is not extra.

Play is part of learning. Play is part of health. Play is part of friendship. Play is part of dignity.

Every existing playground tells children something.

The goal is to make sure it tells every child:

You are welcome here.

You were considered.

You matter.