Adult values, attitudes, behaviours, and beliefs are factors that shape childhood exposure to risk-taking experiences. This study examined the role of adults in supporting children’s play and learning in a high-risk park environment. Considering this context, our research incorporated a two-phased mixed-methods approach to explore parent and caregiver perceptions of a bespoke Australian outdoor “nature play park” named Boongaree. Quantitative data collected from participants (n = 302) investigated playground visitation patterns, and qualitative data were collected around parents’ and caregivers’ insights around the benefits and challenges of the park. A noteworthy finding that emerged was the parents’ and caregivers’ strong support of children’s risky play at this park and how the park supported the children’s development. Nine emergent themes from the qualitative data showed that the adults supported their children’s engagement with this high-risk park as it offered opportunities to (1) engage with an innovative nature play park, (2) be challenged and solve problems, (3) connect to the outdoors, (4) have fun, (5) direct their own play, (6) be physically active, (7) be creative and curious, (8) demonstrate confidence and independence, and (9) build social capacity. Finally, our study concluded that the risk appetite or risk tolerance level of parents’ and caregivers’ is one of the primary factors underpinning their desire to engage (and re-engage) with risky nature play opportunities for their child.

According to the Australasian Society for Developmental Paediatrics, experiential learning and outdoor play contain elements of risk, bravery, uncertainty, exploration, personal challenge, and adventure. These attributes are fundamental to a child’s growth, development, and wellbeing, and yet, in contemporary society, outdoor experiences have significantly declined. This scoping review explores the benefits and affordances of nature-based risky play and adventure education across early childhood and adolescence, asking what developmental opportunities emerge when children and adolescents engage in meaningful outdoor challenges. Adopting a benefit–risk approach where safety is “as safe as necessary” rather than “as safe as possible,” the review identifies common elements across developmental stages. A scoping review following PRISMA-ScR guidelines synthesised empirical studies (2015–2025). Our review included 40 empirical studies from a total of 5218 references, using diverse methodologies conducted predominantly in Western nations. All 40 studies reported positive associations across multiple developmental domains. Eight key themes developed: resilience and confidence, wellbeing, physical skills, autonomy and agency, nature connectedness, quality play provision, and educator influence. Authentic child agency and autonomy functioned as critical mechanisms through which benefits are realised across early childhood and school-aged populations. Key benefits included enhanced mental health, social competence, and anxiety prevention. Implementation barriers persist, including parental anxiety, institutional liability concerns, and cultural risk aversion. Evidence overwhelmingly supports nature-based risky play and outdoor adventure education as beneficial for child and adolescent development. Translation into practice remains limited by stakeholder attitudes and systemic barriers. Future research should prioritise longitudinal studies, cross-cultural investigation, and equity-focused approaches addressing disparities in access to positive risk-taking.

Internationally, there are increased pressures for primary schools to meet academic curriculum outcomes primarily driven by performance metrics and targets. Sitting alongside this context are competing concerns for the decline in children’s play opportunities to bolster their overall health and wellbeing. Adopting play-based pedagogies in primary schools can infuse more play into children’s lives whilst meeting curriculum outcomes. Despite the perceived importance of play during childhood, play-based pedagogies are still mostly positioned as legitimate pedagogical approaches in prior to school settings. Given this landscape, this research seeks to understand contemporary educational research of play-based pedagogies in primary schools by conducting a scoping review. Through presenting a narrative account of the literature, and synthesising these ideas into broader themes, the research identified that there remains international interest in play-based pedagogies in the primary years of school but despite this, questions surrounding its legitimacy remain. This review and subsequent discussion surface potential next steps including a recommendation to increase empirical research on the adoption of play-based pedagogies in schools with consideration of using a ’Mosaic approach’ to data collection, as well as research focusing on the active and intentional role of the teacher. Lastly, as a way forward, the research brings to light the potential of creating a ‘space’ for the merging of two knowledge systems from two often siloed approaches to education—early childhood and primary—to create a new pathway. Such a pathway has potential to support continuity of learning, student engagement, children’s health, and wellbeing.