Knowledge, attitudes, and practices of New Zealand council members when developing accessible public playgrounds for children of all abilities

Unstructured or "free play" is essential for children's psychological, emotional, social, and physical development. For disabled children, accessible playgrounds function as assistive environments that enable participation and inclusion. However, many playgrounds remain inaccessible due to limited awareness of inclusive design among those responsible for planning and development. This study explored the knowledge, practices, and perceived barriers among New Zealand local councils in the context of accessible playground design. All 78 councils, across 23 regions, were invited to complete an online questionnaire examining stakeholder involvement, current and desired knowledge, perceived importance of design features, and barriers to accessibility. Twenty-nine councils (37.2%), representing 17 regions, participated. All respondents reported public consultation in the design process, and most (93%) involved specific external groups. Key barriers to inclusive design included funding constraints, limited awareness or expertise, challenges sourcing suitable equipment, and space limitations. While many council staff believed they understood accessibility needs, they identified a lack of knowledge among contractors and other departments. These findings highlight the role of inclusive playgrounds as assistive infrastructure that promotes participation for disabled children. There is a clear need for targeted training and the development of research-informed, standardised design guidelines to support universal design practices. Such resources could improve both the financial feasibility and inclusivity of playgrounds. Participants also stressed the importance of prioritising social inclusion and wellbeing alongside physical and environmental considerations in future playground planning.