A recent analysis highlights the growing scarcity of playgrounds and open spaces for children in Dhaka, raising concerns that extend beyond urban planning to issues of child health and development. According to the Detailed Area Plan (DAP) from Rajuk, 41 of the city’s 129 wards lack any playgrounds or parks. This shortage contributes to an overall availability of merely 0.6 square meters of public open space per person—far below the World Health Organization’s recommended nine square meters.
The limited access to suitable outdoor areas restricts opportunities for active play, which is essential for children’s physical exercise, social interaction, development of movement skills, and emotional resilience. In densely populated neighborhoods, safety concerns, insufficient play spaces, academic pressures, and after-school tuition further reduce children’s chances to engage in outdoor activities. Many have little choice but to play in rooftops, narrow lanes, parking areas, or confined indoor spaces.
Research conducted with primary school students in Dhaka documents that children who participate more frequently in active play show improved movement competence and better mental health outcomes. The study also found that active play correlates with increased physical activity and reduced recreational screen time, underscoring the role of play in supporting both physical and socio-emotional development.
While calls for more parks and playgrounds are common, the time, land, and resources required for such investments mean these solutions may not be immediate. Schools, which children attend regularly and consider safe, could provide a more readily available venue for promoting active play, even in the absence of large playgrounds or sports fields.
A pilot program conducted in a Dhaka school without a dedicated playground demonstrated that active play activities could be successfully organized within existing school spaces. The program recorded high attendance and enthusiasm among students, alongside positive changes in physical activity levels and movement skills. These results suggest that with appropriate planning and commitment, schools can integrate movement into children’s daily routines without detracting from academic goals.
Parents often express concerns about balancing homework, tuition, and exam preparation with time for play, reflecting the pressures many families face. However, the research indicates that active play can coexist with educational achievement, supporting children’s overall development rather than competing with it. Moreover, children in the study frequently continued to engage in games introduced during school-based sessions outside of formal program hours.
Experts emphasize that addressing the lack of safe play spaces cannot rely on families alone, especially in neighborhoods lacking secure outdoor areas. Cooperation among city planners, education authorities, and local governments is crucial. While investment in parks and playgrounds remains a priority, leveraging existing school facilities offers an immediate opportunity to mitigate the playground deficit.
As Dhaka continues to urbanize rapidly, integrating active play within schools represents a practical step toward supporting children’s health and well-being. Making better use of current community spaces can begin now, even as long-term infrastructure projects progress, to ensure children have the opportunities to move, explore, and grow.