ABSTRACT
The following examples describe the application of the Resilient Playgrounds strategy in three very different settings: a fourth grade struggling with temporary playground facilities, a seventh grade team in which several students were too isolated, and a first/second grade multiage classroom responding to bullying incidents. In each case, accommodations were made for the particular needs of the class and the specific goals that were set for the classroom. Also, in each case, students’ valuable contributions to the recess planning are evident.
