The social glue of primary school fads and trends

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June 15, 2017

Fidget spinners, Woolworths Marvel Hero discs, loom bands, Pokemon, YuGiOh, Magic cards, the list of fads in the primary school playground goes on. I have memories of similar trends which for my generation included elastics, yo yos, and sticker collections. These trends were a big part of what my friends and I would share and talk about in my primary school years.

As an educator and Mum, I see the social aspects and social learning opportunities of primary school as one of the key purposes of attending school. Some children find social play relatively easy regardless of the environment and  materials at hand. For other children, fads and trends can play a vital role in creating a shared point of interest, which can lead to many opportunities for connection and interaction. For some children with developmental delay or disability, participating in typical playground gross motor play such as handball or chasings, may not come as easily. Such play may require additional support from adults in order to be meaningful and successful. Teachers on playground duty are responsible for all children and usually have limited capacity to facilitate social play.

The differences between outdoor spaces found in early childhood education and care settings and primary school playgrounds, are particularly striking to me.  The photos below make the contrasts very apparent. There are so few resources available to play with when children make the transition to big school. For children who don’t have strengths with initiating social play, there can be big implications for inclusion. Often, early childhood intervention practitioners do lots of vital work around this area, in partnership with all involved in a child’s transition to help children adjust to this new social context.

I was talking recently with Sarah, a Mum of 7 year old Jamie who has autism spectrum disorder, who told me: “At my kids’ school, Magic cards were banned recently because there were cases of children stealing other children’s cards. For my son this had been the only social thing he had joined in without teachers’ help and he wasn’t one of the children involved in stealing, so it didn’t seem fair. When this was suddenly removed, I was so worried what the repercussions would be for my child.”

“I felt a need to talk with my child’s teacher about my concerns and I’m glad I did. The school staff were able to help our son connect with other children through a new lunch time card-playing club they set up” said Sarah. “I don’t think that the teacher had originally thought of the side effects of this ban on kids like Jamie, and by nicely talking to her about it, we were able to come up with a solution.”

I have been wondering why it is that there are often negative stories in the mainstream and social media about these types of fads. On social media, I often notice people criticising the latest trends and commenting on how “children should just be using their imagination” without realising that not all children play or imagine in the same ways. At times, schools have trouble managing these sorts of popular interests. In some situations, schools have even banned certain objects from school grounds entirely. Of course, it’s understandable, if there are challenges that arise, these need to be managed in a positive way. However, I don’t feel that blanket bans often go far towards tackling behaviours of concern and can actually accidentally disadvantage and punish the children who may need these activities the most.

Articles criticising the latest playground trends, don’t seem to recognise the function that objects such as fidget spinners can play in terms of social inclusion, particularly for children with developmental delay or disability. There may be also be calming sensory benefits of objects such as fidget spinners for some children.  I think it’s quite exciting when by chance the latest thing that all the cool kids are into, could also help children with sensory processing issues to self-regulate without requiring a special, obvious, “therapy” type object which could make the child stand out as different!

Meaningful participation comes in all different shapes and sizes.  When children are able to engage with others through interests shared by their peers, there are so many potential benefits for all.

Emma Pierce
Emma Pierce
Transition to School / Inclusion Coordinator Emma has worked in the non-government disability sector for the last 18 years. She has developed and facilitated training and resources for parents and professionals across NSW and presented papers at national and state conferences. Emma was previously the Manager of Building Blocks® Early Intervention Service at Autism Spectrum Australia (Aspect). Emma also lectures casually at Western Sydney University and works as an independent consultant to Early Childhood Intervention services. Emma is the main author of ECIA NSW’s Transition to School Resource and has worked for ECIA NSW/ACT since 2013.


  1. Melinda says:

    Thanks Emma – a great insightful article. I have a feeling that fidget spinners will be banned at our school shortly, I’ll be glad to share your article with staff.

  2. I love this Emma! I agree that blanket bans are rarely a solution and are often about ‘management’ (based on lack of staff to supervise) rather than careful thinking about what is best for all the children. I love your example and the way that the school used the potential of a ‘fad’ to be more inclusive. I also remember the excitement of fads and agree that we are quick to criticise ‘today’s children’. I think their potential for imaginative play is just as good as ours was – even thought it might look a little different. I wonder if yo-yo’s were given such a hard time?! Vanna

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