Uganda: Protect Play, Protect Childhood - Why Learning Through Play Matters More Than Ever for Children Affected By Crisis

As the world marks the International Day of Play under the theme "Protect Play, Protect Childhood," we are reminded of a powerful truth: play is not a luxury--it is a lifeline. For millions of children living through crisis, protecting their opportunity to play means safeguarding their ability to learn, heal, and thrive.

In Uganda, one of Africa's largest refugee-hosting countries, this reality is especially urgent. Across refugee settlements and host communities, children face daily challenges shaped by displacement, trauma, and uncertainty. For these children, play is far more than recreation. It is a vital pathway to recovery, resilience, and meaningful learning.

For children affected by crisis, play provides something that formal systems alone often cannot: a safe space to process experiences, rebuild social connections, and rediscover a sense of normalcy. Through play, children learn to collaborate, communicate, and adapt--skills essential not only for education but for life. It is through play that children regain confidence. It is through play that they reconnect with others. And it is through play that they begin to experience childhood again.

Uganda's ongoing education reforms present a timely opportunity to embed these approaches at scale. The competency-based curriculum already emphasizes learner-centred and participatory methods, placing greater focus on creativity, critical thinking, and holistic development. Learning Through Play aligns strongly with these priorities by shifting classrooms from passive instruction to active engagement, where children are not just recipients of knowledge but active participants in their own learning journey.

This approach integrates structured, play-based methodologies into everyday teaching, enabling children to learn actively while supporting their emotional wellbeing. As Uganda continues to strengthen foundational learning, Learning Through Play offers an evidence-informed and scalable pathway for delivering inclusive, quality education, particularly for the most vulnerable children.

Through the Uganda PlayMatters Consortium, with support from the LEGO Foundation and other partners, Learning Through Play is already transforming classrooms in crisis-affected settings. Teachers trained in play-based approaches are creating environments where every child has a voice. Parents are observing tangible changes at home, including increased curiosity, greater enthusiasm for school, and stronger social interaction.

The impact is also being recognized by education leaders. In Kyegegwa District, local authorities report more responsive teaching practices and improved classroom interaction as a direct result of Learning Through Play. These improvements demonstrate how play-based methodologies can strengthen both teaching and learning outcomes in challenging environments.

A photo taken from Ocea Primary School in Terego District captures this transformation in practice, illustrating how play can become a powerful tool for learning and development even in settings affected by crisis.

Yet across refugee-hosting districts, schools remain under immense pressure. Rapid enrolment growth has stretched already limited resources, resulting in overcrowded classrooms, constrained teaching capacity, and shortages of learning materials. In such contexts, innovative and cost-effective approaches become essential. Learning Through Play provides a practical solution that improves learner engagement while making learning more inclusive and effective.

The results are clear. Schools implementing Learning Through Play have recorded improved learner engagement and participation, stronger social and emotional skills, greater confidence and motivation to learn, and more dynamic and inclusive classrooms. These outcomes demonstrate that play is not separate from learning; it is one of the most effective ways to achieve it.

The benefits extend beyond the classroom. As one parent from Rhino Camp Refugee Settlement shared, "Learning through play has brought joy to my children. They are more social, active, and excited about learning." Such testimonies reinforce the growing evidence that play-based learning supports not only academic development but also emotional wellbeing and social growth.

The International Day of Play is therefore more than a celebration--it is a call to action. It calls on governments, educators, communities, and development partners to prioritize play-based learning within education systems, invest in teacher training and supportive resources, and ensure that every child, regardless of circumstance, has the opportunity to learn through play.

Protecting play means protecting children's mental health and wellbeing. It means protecting their ability to learn and succeed. It means protecting stronger social and emotional development, greater confidence and motivation to learn, and more inclusive learning environments. Most importantly, it means protecting their sense of dignity, belonging, and future prospects.

At a time when global crises are disrupting education for millions of children, the question is not whether we can afford to invest in play, but whether we can afford not to.

When we protect play, we do more than enrich education. We protect childhood itself.

The author is the Country Director, International Rescue Committee Uganda.

Read the original article on Nile Post.

Uganda: Protect Play, Protect Childhood - Why Learning Through Play Matters More Than Ever for Children Affected By Crisis

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