PLAY AND PSYCHOSOCIAL WELL-BEING IN CRISIS CONTEXTS: A LITERATURE REVIEW

Our new Literature Review, Examining the Evidence Base for Play and Psychosocial Well-being in Crisis Contexts, explores the capacity of play-based approaches to improve the psychosocial well-being of children living in complex and conflict-affected contexts.

Crisis impacts children, families, and communities in dramatic ways. These include both direct and indirect effects on children’s physical, psychological, and social safety caused by exposure to violence, displacement from their homes, fracturing of family and community units, and instability in their access to education and social protections. Healthy, safe, and nurturing environments – often disrupted by crisis – are necessary for optimal development.

Research shows that children exposed to conflict and displacement display a range of possible distress and stress reactions (e.g., specific fears, dependent behaviour, prolonged crying, lack of interest in the environment, and psychosomatic symptoms, as well as aggressive behaviours). In addition to the impact on social development, neglecting to respond to these mental health and psychosocial concerns may lead to prolonged issues with both physical and emotional health.

In the last decade, there has been increased focus and attention on mental health and psychosocial support (MHPSS) programming for children and families living in humanitarian/crisis contexts, though contextually relevant, evidence-based resources and practices remain limited. Simultaneously, the impacts of play on children’s development, learning, and holistic well-being have received growing attention.

A growing evidence base in largely stable, western contexts has underlined the potential for play-based interventions to positively impact children’s mental health and wellbeing, as well as their learning. In addition, play can serve as a prevention mechanism for the development of anxiety, depression, aggression, and sleep problems in children – concerns especially relevant for children in crisis-affected contexts

This research was conducted by the Fjell Collective for Right To Play (RTP). The report was prepared and authored by Jennifer Flemming, PhD; Ashley Nemiro, PhD; Tarek Tamer; and Cole White. Significant RTP guidance, support, and inputs were led by Henry Gathercole.