Time to Play, Time to Pause

In the damp chill of late winter in Victoria, as students work to finish tests and assignments before March Break, Wellness Week at St. Michaels University School offered some well-timed relief for Middle and Senior School students.

Students were invited to step outside their usual routines and take part in activities designed to support physical, emotional and social well-being. Earlier this year, Junior School students explored similar ideas during Global School Play Day which celebrated the importance of unstructured play in children’s learning and well-being.

Rediscovering Play

The Middle School themed their way around “play.” The focus grew out of a shared recognition that as students grow older and schedules become busier, opportunities for unstructured play can become harder to find.

“Play is something adolescents need but often do not get enough of as schedules become busier and expectations increase,” said Middle School teacher Riley Doland. “We wanted to intentionally create space for students to reconnect with joy, creativity, exploration and social connection.”

For Grade 6 to 8 it’s about stretching comfort zones in appropriate ways to help build confidence and independence.

“For students at this age, risky play isn’t about danger,” she said. “When students test their abilities, make decisions and experience a bit of uncertainty, they build confidence, independence and problem-solving skills.”

Throughout the week, those moments of play appeared in many forms. Students gathered on the field for smoothies during extended morning recess, lingering to talk and laugh with friends, while visits from therapy dogs brought a quieter kind of comfort as students paused to sit, pet and unwind.

The introduction of “Yes Baskets” on the field — baskets filled with simple equipment such as skipping ropes, frisbees and balls — encouraged spontaneous, student-led games during recess. Nearby, students tried their hands at worry stone painting or gathered around ping pong tables in Brown Hall, adding moments of creativity and lighthearted fun to the school day. The week wrapped up with a lively finale in the gym, where a bouncy castle obstacle course had students racing, climbing and laughing their way through the inflatable challenges.

Students themselves also played a role in shaping the week’s activities. Members of the Grade 8 Wellbeing Team helped develop ideas for the week and emphasized the importance of giving students more opportunities to simply play.

Hugo said one of his favourite parts of the week was the extended recess and unstructured time outside.

“Usually outside time has more rules,” he said. “This week we could just go outside and play and run around.”

Finding Moments to Pause

Wellness Week in the Senior School similarly offered students opportunities to slow down and reset during a busy academic term.

At lunch, board games in the Sun Centre Commons drew small groups of students together, while Spike Ball in the quad brought a burst of energy to the outdoor space.

Other activities invited students to pause and recharge. Green tea was offered at recess outside the lecture theatre, while a well-being chapel and lunchtime yoga session provided space for reflection and mindfulness.

Carole McMillan, Director of Personal Counselling, said Wellness Week offers “an opportunity for students to step outside the usual pace of the school year.”

“The winter months are long and our students work very hard, so sometimes they forget to stop and take care of themselves. Having a few targeted events that bring a change to the daily schedule and inject some fun into the week can make a real difference.”

McMillan added that the week also serves as a reminder to practice self-care beyond special events.

“While we can’t have every week be Wellness Week, it’s a good reminder to be kind to ourselves.”

Across all three campuses, the focus on play, pause and connection offered a gentle reminder that well-being is not something separate from learning, but an essential part of it. By creating space in the school day to breathe, move and reconnect, SMUS continues to support students as whole people, caring for both their academic growth and their overall well-being.