Conceptual Framework Essay

Work Hard, Play Harder: Promoting Mental Health through Play in Professional Spaces

Introduction

As a full-time graduate student and part-time employee, I have seen firsthand the importance of wellbeing and the prevalence of unwellness in both schools and workplaces. For full-time students, one typically spends at least 12 years in school in both the United States and my hometown China. For full-time employees, the average weekly working hours are 40.6 in the United States and 42.5 in China (Kanai et al., 2022). Although these numbers cannot be applied to all populations, they demonstrate the significant amount of time one spends in school and the workplace over a lifetime. With so much time dedicated to these spaces, ensuring our mental health is supported, not neglected, became a priority of mine. With this priority in mind, I have categorized both schools and workplaces as professional spaces in this portfolio in the hope of assisting educators, organization leaders, and all who treasure the joy of play.

Numerous studies have shown that play is beneficial for children’s wellbeing and mental health. However, play has been little researched in its effects on adult mental health and wellbeing, and its lifelong necessity is often overlooked (Blatner & Blatner, 1997). According to Blatner & Blatner (1997), mental health depends on four key abilities: loving, working, playing, and thinking critically, all of which are interconnected. The current society, while stressing the importance of productivity, dismisses the importance of play. Work and play are often viewed as opposites, with work associated with responsibility and play with relaxation. This divide neglects the profound impact play can have on mental health in professional spaces such as schools and workplaces.

While the direct impact of play on mental health in professional spaces has been under-researched, existing literature demonstrates the benefits of play in professional spaces and its connection to improved mental health and well-being. To promote mental health in spaces where we spend so much of our lives, I propose that integrating play into schools and workplaces is not a distraction, but an investment in long-term productivity and mental health.

Framing the problem

In today’s fast-paced and performance-driven society, adults are often caught in a cycle of work, stress, and productivity. With the world pressuring us to work harder and push ourselves farther, mental health issues have been continually increasing. In 2019, the World Health Organization found that 970 million people around the world, or 1 in every 8 people, were living with mental health disorders, with anxiety and depression being the most prevalent. What could be a solution for these increasing problems? My answer is: play. By reintroducing play into our lives, we can unlock its transformative power to reduce stress, inspire creativity, and build deep connections.

Although there has been some research on adult play, it is still a largely underexplored topic compared to the abundant research on childhood play. According to PsychINFO, more than 3,000 psychological research articles on child play have been published in English over the past decade, whereas only 40 have explored play in adulthood or old age, mostly within therapy (Van Leeuwen & Westwood, 2008). There is a general expectation for adults to always be producing or achieving, leaving little room for play despite its vital role in supporting mental well-being.

Play has been extensively defined in research. It is inherently free and voluntary, fostering creativity, learning, and adaptability (Eicher-Catt, 2016). Play theory’s pioneer Johan Huizinga describes play as an act of freedom with no material consequences (Huizinga, 1955). It operates within special rules and spaces, embraces both order and disruption, and encourages the formation of distinct social groups (Huizinga, 1955). Peirce’s concept of musement as pure play emphasizes its role in spontaneous inquiry, curiosity, and self-reflection (Eicher-Catt, 2016). Bateson highlights play’s ability to disrupt rigid thought patterns, encourage improvisation, and enable deeper learning (Eicher-Catt, 2016). His concept of “serious play” challenges the separation of work and play, underscoring its necessity for innovation and well-being. However, the definition provided by Stuart Brown, the founder of National Institute of Play, appealed to me the most. He illustrates that play in its various forms is a primal and instinctive activity that happens naturally like sleep or digestion, without the need for conscious decision or definition (Brown, 2009). Defining play too rigidly can strip it of its essence, as explaining a joke takes away its humor—it is best understood through experience (Brown, 2009). But for the sake of a presentation, Brown (2009) demonstrates that play is an activity done for its own sake, without any practical purpose. It is voluntary, inherently fun, and offers a sense of freedom, allowing people to lose track of time and forget self-consciousness (Brown, 2009). In essence, play helps people fully engage in the moment, similar to the “flow” state described by Csikszentmihalyi (Brown, 2009). Csikszentmihalyi’s concept of “flow” offers a deeper understanding of play by focusing on the immersive, enjoyable experiences it creates (Masters, 2008). Flow occurs when individuals are fully immersed in an activity, losing track of time and self (Masters, 2008). In group play, this flow extends to collective coordination and shared enthusiasm, with all participants working toward a common goal (Masters, 2008). While play seems free and spontaneous, it still operates within certain structures and rules that participants freely choose, creating an extraordinary and fulfilling experience (Masters, 2008).

Society often views play as a childhood activity and opposes it to work. This perception, rooted in ancient Greek culture, sees work as necessary and play as frivolous (Terr, 1999). Work and play are typically separated in schools and workplaces. However, while play is commonly associated with child development and children’s wellbeing, I argue that it can also be a powerful tool for promoting adult mental health. Gray (2011) found that free play is crucial for emotional and social development. The decrease in free play opportunities has been linked to rising mental health issues such as depression, anxiety, helplessness, and narcissism (Gray, 2011). In play, both children and adults combine creativity, emotions, and intellectual processes, making it a powerful form of learning (Blatner & Blatner, 1997). When incorporated into professional spaces, play offers the opportunity for one to disconnect from stress, recharge, and engage with their environment in a playful, innovative way, which can lead to improved performance (Fourie et al., 2020; West et al., 2016; Petelczyc et al., 2018). Overlooking the importance of play in adult life diminishes our ability to adapt, create, and thrive in a fast-changing world. Winnicott (1971) describes play as crucial for creativity, self-exploration, and lifelong well-being (Van Leeuwen & Westwood, 2008). He demonstrates that individuals who engage in solitary play as infants tend to maintain a playful attitude into adulthood, benefiting from its self-therapeutic effects (Van Leeuwen & Westwood, 2008). Lubbers et al. (2023) found that play and playfulness promote positive emotions, reduce stress, and improve coping skills, leading to greater emotional well-being and life satisfaction.

Although play may not directly contribute to business or academic objectives, it is crucial in fostering creativity, trust, collaboration, and overall productivity in organizations (Fourie et al., 2020; West et al., 2016; Petelczyc et al., 2018). Playful environments, whether through playful props or informal settings, can improve team innovation and increase participation (West et al., 2016). While schools and workplaces might struggle with incorporating play due to concerns over productivity, studies suggest that when play is embraced, it can promote cognitive and emotional capacities, making work more engaging and enjoyable (West et al., 2016). For example, play cues in meetings are shown to boost productivity through humor and engagement (West et al., 2016). Des Camps et al., (1993) found that active physical play helps reduce the impact of stress on job dissatisfaction for nurses, supporting Ellis’ (1973) cathartic theory that play provides a healthy outlet for workplace frustrations. Huizinga (1955) argues that play is not merely a pastime but a fundamental element of culture, shaping human interactions and creativity, and introduces the idea of the “play community” where individuals bond through shared play experiences (Masters, 2008). The concept of the “magic circle” further emphasizes that play creates a psychological space where individuals can temporarily escape stress and engage in activities that promote social bonding and personal development (Huizinga, 1955). Csikszentmihalyi’s (1990) Flow Theory comes in again to demonstrate the mental health benefits of play in professional spaces, for deeply engaging activities create a state of immersion and enjoyment, reducing stress and increasing focus. Professional spaces that integrate play-like elements, such as creative problem-solving and autonomy in tasks, can help students and workers enter flow states, promoting both mental health and productivity.

Promoting mental health in professional spaces is a complex and multifaceted issue that requires innovative and proactive solutions. Despite the benefits exhibited, many schools and workplaces still prioritize efficiency over mental wellbeing, leading to burnout and disengagement. Play, as a natural and essential human activity, offers a promising solution. By integrating play into professional spaces, schools and workplaces can create environments that promote creativity, collaboration, and overall well-being. In the next section, I will explore how play can be integrated into schools and workplaces, offering practical strategies to create spaces that prioritize both productivity and mental health.

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Addressing the problem

Changing the perception of play is crucial for its integration in professional spaces. Schools and workplaces must shift their mindset to view play not as a waste of time but as a valuable investment in mental health and well-being. Since this change should start at the top, leadership in professional spaces should advocate for and model the inclusion of play as part of their wellness strategies. When leaders in organizations acknowledge play as an important tool for stress relief and team bonding, it communicates to employees that their well-being is a priority. For example, Google fosters innovation by promoting a playful workplace, offering creative spaces and perks while encouraging intrinsic motivation. Its “20% time” policy allows employees to pursue personal projects, fueling major innovations (Kurt et al., 2010). 37signals promotes work-life balance through four-day workweeks, emphasizing results over hours (Kurt et al., 2010). By reducing urgency and stress, they create a more relaxed environment where play is encouraged (Kurt et al., 2010). The company also supports employees’ hobbies, such as flight lessons, to foster personal fulfillment (Kurt et al., 2010). IDEO promotes creativity with a playful environment, and boosts team morale through activities including role-playing, pranks, and breaks (Kurt et al., 2010). Pixar also integrates play into its workflow, with employees learning and solving problems through playful activities such as photo manipulation and acting out character movements for animation (Kurt et al., 2010).

The integration of play can be explained through Self-Determination Theory (SDT), which illustrates that people have three basic psychological needs: autonomy, competence, and relatedness (Deci & Ryan, 1985). These needs are essential for fostering intrinsic motivation, which is connected to overall well-being. SDT corresponds to contemporary play theories that propose play frees children from the fear of failure, allowing them to engage in a wider range of behaviors (King & Howard, 2016). Research has shown that this freedom fosters children’s problem-solving abilities and improves emotional well-being (King & Howard, 2016). While these theories have been studied in the context of children, I argue that these benefits also extend to adults. Play can allow individuals to exercise autonomy by offering opportunities for self-directed and joyful activities, which promotes intrinsic motivation. Play also provides opportunities for competence through tasks that challenge students and workers in a playful way, building their skills and fostering a sense of achievement. Engaging in collaborative play activities can help fulfill the need for relatedness by encouraging social interaction and bonding among classmates and colleagues, which is crucial for creating a supportive and connected environment. I propose that when these psychological needs are addressed, individuals experience higher levels of wellbeing, job satisfaction, and motivation, leading to improved mental health in professional spaces.

Integrating play into educational and professional spaces requires careful planning and intentionality to ensure it effectively supports well-being and productivity. It is important to create a balance between work and play to ensure that students and workers are not overwhelmed by demands in either area. This idea of balancing work and play can be connected to the Job Demands-Resources (JD-R) Model, which emphasizes that job resources such as social support, autonomy, and transformational leadership can buffer the negative effects of high job demands (Bakker et al., 2014). The JD-R model exhibits that high demands without sufficient resources can lead to burnout and exhaustion (Bakker et al., 2014). Play, as a resource, might help employees and educators recover from the high demands of work. Playful activities such as team-building exercises or gamified tasks can provide students and workers with opportunities to recover from the cognitive and emotional demands of their work. These activities can foster social support by strengthening interpersonal connections, increase autonomy by allowing individuals to engage in self-directed and enjoyable tasks, and promote transformational leadership by encouraging innovative and collaborative approaches to problem-solving. By integrating play as a resource, organizations and institutions can create environments where individuals feel more energized, engaged, and capable of managing high demands, leading to holistic wellbeing.

Play can also be integrated into professional spaces based on the PERMA model, which identifies five key elements of well-being: Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment (Seligman, 2011). Firstly, play can promote Positive Emotion through team games and playful breaks, these experiences can help employees recharge and destress, creating a more positive work atmosphere. Secondly, play can foster Engagement by making tasks more dynamic and interactive. When schools and workplaces incorporate playful elements such as gamified challenges or creative problem-solving exercises, individuals are more likely to feel motivated, leading to higher levels of focus and productivity. Thirdly, play strengthens Relationships by fostering trust, collaboration, and camaraderie among students and workers. Activities such as collaborative projects and team bonding events can allow individuals to connect on a deeper level, creating a sense of belonging and support. Fourthly, play helps one find Meaning in their work by encouraging creativity and a sense of purpose. When one is given the freedom to experiment and explore through play, they are more likely to see their work as meaningful and impactful. Lastly, play promotes Accomplishment by encouraging risk-taking, innovation, and personal growth.

While integrating play in schools and workplaces can promote engagement, innovation, and mental well-being, several challenges may arise. Cultural resistance remains a significant barrier, as many professional spaces still prioritize productivity and may view play as a distraction. For example, rooted in Confucianism, traditional Chinese culture has historically emphasized diligence over play, viewing it as a distraction from success (Pang & Proyer, 2018). These beliefs emphasize obedience, tradition, and social harmony, which contrast with the individualistic nature of playfulness (Barnett, 2017). The highly competitive education system reinforces this mindset, with limited linguistic and cultural space for playfulness (Pang & Proyer, 2018). Thus, it could be particularly challenging to incorporate play or playful elements into Chinese schools and workplaces. Additionally, large-scale policy changes require a fundamental shift in organizational culture, which can be difficult to implement. Logistical challenges also exist in designing play activities that are inclusive and appealing to a diverse workforce. Moreover, play’s effectiveness depends on self-regulation (Petelczyc et al., 2018). When not managed appropriately, excessive play can waste organizational resources and create interpersonal conflicts, particularly if certain individuals view playful interactions as exclusionary or disruptive (Petelczyc et al., 2018). Furthermore, since play and playfulness is still a topic largely examined from the Western perspective (Pang & Proyer, 2018), the impact of play may vary widely based on cultural and individual differences, thus a one-size-fits-all approach may not be effective. Future research and practice should explore ways to integrate play that align with cultural needs while balancing playfulness with professional responsibilities, ensuring its positive impact on mental well-being without compromising productivity.

Conclusion

With increasing challenges surrounding mental health in schools and workplaces, it is essential to explore viable solutions that can be implemented to reduce stress, prevent burnout, and improve overall well-being. In this portfolio, I propose that one such solution is the incorporation of play into these professional spaces. While play is often dismissed as frivolous or unprofessional in schools and workplaces, research suggests it significantly contributes to emotional well-being, social connections, and cognitive flexibility. Through examining theories including the Flow Theory, Self-Determination Theory, and the PERMA model, I argue that play can be a powerful tool to promote mental health in professional spaces. By prioritizing play as a critical element of mental health care, schools and workplaces can build a more dynamic and supportive culture, leading to higher levels of personal wellbeing, collaboration, and productivity. Recognizing the positive impact of play challenges the traditional work-play divide, and highlights the need for environments that promote mental health through playful, immersive experiences.

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