Helen further comments on her research into parental attitudes, including what interventions and campaigns can help change parental attitudes to adventurous play for overinvolved or anxious parents, as well as discusses how avoidant children and inhibited children can be supported to become more adventurous.

Furthermore, Helen shares her message to educators, CAMH professionals, policymakers, and other stakeholders when it comes to facilitating children to play in ways that may better support their mental health.

This review examines the factors that contribute to a high-quality early education. It explores literature relating to early years education, drawing on a range of sources, including academic and policy literature.
The role of play is specifically highighted here:

'Play is essential for children’s development. This includes children both leading their own play, and taking part in play that is guided by adults. In a synthesis of international studies that examined practitioners’ attitudes towards play in early education, most practitioners saw a natural link between play and learning. However, many also considered play to be different from play-based learning. Some studies highlighted that practitioners need to time interventions in children’s play carefully and skilfully if the children’s learning is to be enhanced.
There are many ways in which play can support young children’s learning and development. It is likely that, in a high-quality setting, children will experience many different types of play. This includes playing during social times with their peers, which also aids their personal, social and emotional development. There is a spectrum of play, some of which could be completely unguided (including play at home), and some of which will be guided to support particular learning. As play comes naturally to children, skilful practitioners will be able to harness it to help teach the curriculum.'