Recess in German Schoolyards from the Perspective of Children and Adolescents Who Use Wheelchairs – An Exploratory Interview Study at Special Needs Schools for Physical and Motor Development

Summary In the German school system, recess in schoolyards constitutes a central space for informal learning and social interaction among children and adolescents. Yet, empirical insights into their usage and accessibility particularly for children and adolescents with disabilities remain scarce. This study addresses the research question: “How do children and adolescents who use wheelchairs experience and interpret their recess in the schoolyard?” Nine students (4 female, 5 male; aged 8–15 years, M = 11.0 years; 4 powered wheelchairs, 5 manual wheelchairs) from special needs schools for physical and motor development in Hamburg, Germany, participated in guided interviews conducted on-site. Data analysis employed a pragmatic application of Grounded Theory Methodology strategies and coding procedures. The identified categories and areas of tension include – with a focus on the activities of the target group in question: (a) Finally chatting, letting off steam, resting, and playing extensively; and with a focus on the physical and spatial conditions and their accessibility: (b) Between no-go areas and favorite places; (c) Consciously limited vs. above all doubts; (d) With a careful eye on their schoolmates; and (e) Realistic ideas for improvement vs. fantasies. The research contribution expands existing research on inclusion in playgrounds, highlights activities and potential material and spatial barriers in schoolyards, and, taking into account the expertise of the respondents, generates knowledge on how to create greater accessibility.