When we talk about the importance of play, it’s often in the context of early childhood and primary school-aged children. However, play is equally essential for teenagers and young adults – even though their approach to play looks different. It’s a crucial part of their development, helping them to navigate the complexities of adolescence by providing an outlet for creativity, self-expression, and social connection. Yet, we don’t always create or value spaces that encourage teenagers to play. Teenagers may not be engaging in dress-up or sandpit play, but they still crave the joy, challenge, and exploration that come with play.
This year, I’ve had the honour of collaborating with Year 7 students at Guildford Grammar School to develop an adventure playground in their outdoor space. Each term, a new group of students has come through, bringing with them unique ideas, needs, and creative energy. Every term, we’ve watched as students transform the playground into something different, from structures to hideouts and climbing features. Some students prefer building, while others relish breaking things down, pushing boundaries, getting physical, and exploring the thrill of being high above the ground. For many of these students, the process itself, solving problems, crafting ideas, and creating, is play. It’s not merely a means to an end; it’s an engaging journey of discovery and skill-building.

Teenagers’ Perspectives on Play
One of the first activities we do with each group is a brainstorming session about what play means to them. We ask questions like: “What does play mean to you? How do you play? What do you do in your free time? What does a playground represent?” Each time, we notice consistent themes that shed light on how these teenagers view play.
Interestingly, many of their initial responses to “What is play?” reflect what they’ve absorbed from society: “Play is something young children do to release dopamine, helping their brains develop to become stronger and fitter.” Even at 12 or 13 years old, teenagers have already internalised the idea that play is primarily for young children. Other answers like “having fun,” “being active,” and “enjoyable activities often without a practical purpose” highlight a perception of play as something trivial or “childish.”
However, when we dive deeper and ask, “How do you play?” and “What do you do in your free time?” we see a richer, more nuanced picture of what play means to them. Responses range widely from “pranking people,” “annoying people,” “roughhousing,” and “dangerous sports,” to more reflective answers like “something imaginative,” “self-care,” “building cubbies,” and “hanging with friends.” These diverse answers reveal the broad spectrum of how teenagers engage with play.
Supporting Diverse Forms of Teenage Play
What’s striking is how these forms of play, though diverse, tend to be pigeonholed by societal expectations. On one hand, “pranking” and “roughhousing” are often dismissed as disruptive or inappropriate, while “cubbies” and “imaginative play” are sometimes seen as too juvenile. Society tends to make space for some forms of play, like organised sports or certain creative outlets, while undervaluing or stigmatising others, particularly those that challenge boundaries or seem unconventional.
As a society, we unintentionally make space for one type of teenage play while discouraging another. Structured, competitive play is encouraged, while spontaneous, free-form play may be seen as disruptive or unproductive. Yet both kinds of play are crucial. Play gives teenagers a chance to experiment with independence, explore boundaries safely, and learn to manage risk all key skills as they navigate toward adulthood.
Risky Play
There’s significant discussion about where teenagers can safely experience risk-taking and push boundaries before they encounter higher-stakes situations, like getting behind the wheel of a car. Play and adventure playgrounds provide a controlled, supportive environment for this essential exploration.
Just this week, I observed a young boy in year 7 working on a platform 2.4 meters above the ground. Being at that height alone presents an element of risk. As a playworker, it’s my responsibility to monitor and support the players, helping them manage and mitigate risk safely. This situation had an extra layer—the boy was using a saw to cut a piece of wood. The knee-jerk reaction might be to say, “No saws allowed at that height,” but what would that actually achieve? To finish painting this picture, let me add one final detail—he was cutting the platform he was standing on.
So, we have a boy 2.4 meters above the ground, cutting his own platform. A worrying scenario! You might wonder why I haven’t yet intervened.
Well, there was more to this scenario than initially met the eye. Taking a moment to assess, I noticed that he was carefully adjusting his position to find the safest possible angle to cut; that if he were to lose his balance, he’d only fall 1 meter onto the platform below; and that his group members were actively supporting and spotting him from nearby. I also remembered this boy had been part of a group that joined the first session with a strong focus on safety. They had worked together to investigate ways to reinforce their structures for their own security and that of others. Nobody told them to prioritise safety; they had chosen to do so on their own. With this context, I let the play continue.



The Value of Allowing Controlled Risk
By allowing controlled risk-taking in a supervised environment, we’re giving young people the chance to assess and navigate real-world challenges. They learn how to evaluate risks, adapt, and make safe decisions—important skills to carry into adulthood where stakes may be higher.
For teenagers, play is more than just a way to pass time. It’s a powerful tool for growth, self-discovery, and connection. They’re testing limits, exploring identities, and learning to balance freedom with responsibility. By creating spaces where teens can play in ways that feel authentic to them, we’re allowing them to build resilience, develop critical problem-solving skills, and nurture healthy relationships. Ultimately, we need to expand our definition of play to be inclusive of young people of all ages and to embrace the diverse ways that teenagers express their playful energy. Play isn’t something we grow out of; it’s something we grow with. For teenagers navigating the challenges of adolescence, it’s an invaluable part of that journey.
Imaginative Play in Teen Spaces
To be honest, I didn’t expect to see much imaginative play arise with this older group. On reflection, when imaginative play flourished, I shouldn’t have been surprised. In September, I attended the Play Matters Collective Summit. The keynote was a panel of children and young people sharing their insights on play. One panellist, a 13-year-old girl, said something that stuck with me: “I want to use my imagination more than follow rules.” Her words reflect the deep need young people have to explore their creativity and freedom through play.
Reimagining and Adapting: A Key Part of Play
This term, a group of five girls decided they wanted to build a kitchen in the playground. They found a Ping-Pong table a previous group had constructed and decided it would make the perfect kitchen bench. They went all in, adding a wooden stove, an “invisible” microwave, plans for a fridge, and everything they’d need for a complete kitchen setup. But when it came time to test their new kitchen, things took a turn: the bench collapsed under the weight of a “frying pan.”
I was curious to see what would happen next. Would they rebuild the kitchen or move on to a new project? In the following session, I was amazed to see how they’d adapted. The broken bench was no longer part of a kitchen; it had transformed into a bed, complete with a pillow, next to a new, smaller kitchen and even a “bathroom” with a makeshift toilet and shower.
This experience highlights the incredible resilience and adaptability that come through imaginative play. The girls didn’t just abandon their project when things fell apart; they reimagined it and created something entirely new. It’s a reminder of the boundless creativity that young people bring to play and how crucial it is to give them spaces where their imaginations can roam freely.



Creating Spaces for Teenage Play and Exploration
Article 31 of the United Nations Conventions on the Rights of the Child says that all children (up to the age of 18) have the right to rest, leisure, play and recreation, to take part in cultural and artistic activities. Australia is a signatory to this but are we as a society, do we support this right all the way to 18 years old?
I encourage you to consider the spaces we create for teenagers to play and explore. Are these spaces truly designed to meet the unique needs and desires of young people, or are they built around society’s expectations of what play “should” look like? By fostering environments where teenagers can safely take risks, use their imaginations, and engage in play that reflects their own interests, we support their journey toward adulthood in meaningful ways.
Play is essential at every stage of life, not just for young children but also for teens navigating complex identities and experiences and as a way to decompress. When we make room for teenagers to play on their terms, we’re empowering them to build resilience, creativity, and a sense of belonging. Let’s broaden our understanding of play to be inclusive of all ages and ensure that every young person has a space to grow, learn, and thrive through the joy of play.