When school playgrounds become ponds
Bangladesh has 65,567 government primary schools, and almost all of them have buildings of the same design. But they also have the same problem: playgrounds that are submerged under rainwater for months at a time
Though the buildings of Demra Government Primary School in Pabna stand on raised ground, I could not see the playground. In its place lay a shallow pond.
Curious, I stopped and asked one of the children about it. He looked at the field submerged under rainwater and said, "We do not use the playground much. Most of the time it is under water, and sometimes we even slip and fall down while wading through the water to reach our classrooms."
His words surprised me. How could something so central to a child's school life, an open space to run, play, and grow, become so neglected that it disappears for months under water?
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Upon further research, I learned that this is not an isolated case.
According to the Annual Primary School Statistics (APSS) 2024, Bangladesh has 65,567 government primary schools, and almost all of them have buildings of the same design. These buildings are colourful, standardised, hygienic, and well-planned with proper facilities.
But they also have the same problem: playgrounds that are unusable for half the year due to waterlogging.
The government continues to build new schools, but the problem persists.
In the year 2023 alone, more than 2,000 government primary school buildings were constructed at a cost of about Tk1,928 crore — a major accomplishment by any standard. But playgrounds are always excluded from the master plan.
The designs are nearly identical, with all schools featuring a raised concrete building that can withstand monsoons. But the playgrounds, often lower than the buildings, suffer a different fate.
The roads and rural transport routes have been developed by the Local Government Engineering Department (LGED), and they are the ones in charge of the school building constructions.
"Generally, we construct primary school buildings, but just that. Land cutting, playground space allocation, or other tasks are handled by the Directorate of Primary Education. We have nothing to do with those matters. We have no scope to go beyond government rules and regulations in this regard," Assistant Engineer of Bogura Local Government Engineering Department (LGED) Md Touhidul Islam told TBS.
For experts in education and child development, the absence of usable playgrounds is a serious concern.
Liza Akter, lecturer at the Department of Clinical Psychology, University of Dhaka, said, "The importance of playgrounds for the mental development of children from nursery to class five is undeniable.
"When we talk about mental health, we also mean overall health. Health consists of several domains: physical, mental, and social. Playgrounds contribute to all of these," she added.
She explained that playgrounds are more than just spaces for fun. "While playing with classmates, seniors, or juniors, children develop communication skills, build friendships, and learn leadership qualities. They also learn to deal with agreements and disagreements. All these are critical to healthy personality development," she said.
The government should not see schools as just buildings; they should plan the whole campus, including the playground, drainage, and surrounding landscape. Yes, it will be more complex, but it will be more effective in the long run.
Dr Sajal Chowdhury, associate professor at the Department of Architecture, CUET, opined, "Every aspect of the school environment, from classroom layout to playground amenities and the overall infrastructure, impacts the mental health, learning capacities, and general development of students."
He pointed out that schools in Bangladesh often overlook this. Playgrounds, in particular, play a vital role. "There is a clear correlation between increased physical activity and better mental health. Playgrounds offer a crucial outlet for physical activity," he added.
He warned that the lack of play space leads to sedentary lifestyles, which are linked to higher stress and lower self-esteem among children. "Students' psychological well-being and the quality of their educational experiences can be considerably improved in schools that have well-designed environments," he said.
A flaw in planning
So how did schools end up in this situation? The answer, it seems, lies in the way school projects are planned.
"All the planning and budgets are allocated by the [education] ministry. We do not do anything," explained Saidul Islam, retired headmaster of Banwarinagar Model Government Primary School in Pabna.
"The design and the planning are also done by them. They just build the buildings. Usually, all the government-made buildings have the same design. The government only plans the buildings, not the whole school. Playgrounds and other improvements are not included in that plan," he added.
Happy Khandakar, headmaster of Akra Government Primary School in Dumuria, gave a similar statement.
"The government does not give different plans for different schools. They just design the buildings and allot them for us. Each of the buildings we have are from different allotments from different time periods. The campus itself is never planned as a whole," she said.
What emerges from their accounts is a system that sees schools not as holistic campuses, but as isolated buildings. Playgrounds, drainage systems, and other facilities are treated as afterthoughts, if considered at all.
Bogura District Primary Education Officer Md Rezoan Ahmed stated, "There is no possibility of having a primary school without a playground. Because, according to our regulations, a primary school is established only if there are 33 decimals of land.
"However, if a school is damaged due to river erosion or any other reason, it is then operated temporarily. Later on, the government arranged for the permanent construction of the school. In such cases, there may be a shortage of playground space, but it is also mentioned that measures must be taken for it. For this, a maximum allocation of Tk3 lakh is provided," he added.
Rezoan also mentioned that in many old schools, the grounds have developed pits or the soil has subsided due to nearby ponds; these need renovation.
"Previously, allocations for such work came from ADB or were provided through the UNO or the chairmen, and they carried out the work. Now, discussions are ongoing for this allocation to come under the Directorate of Primary Education. Once this begins, our department will start undertaking such works," he added.
But education experts say the problem is structural and stems from a standardised model of school construction.
Abdul Dayen Monju, an education expert and retired principal, said, "I have been working in this field for the last 40 years, and no matter where you go, from Teknaf to Tetulia, all the project designs are done the same way. For schools and colleges, there are fixed government designs. This is why all primary school buildings look alike, even painted in the same colours.
"Yes, there are ways to apply for school renovation for damaged playgrounds, but the paperwork is complex, and it takes time. The work would have to be approved, and then the chairman would have to do the work. These stages and delays make the work more complicated," he further said.
He acknowledged that there is some merit to uniformity: it helps identify a school instantly. But he highlighted that the disadvantages outweigh the benefits.
"Not all designs suit all landscapes. None of these designs includes anything beyond the buildings. They do not take the campus into consideration. As a result, in the monsoon, most of the fields are underwater while the buildings stand on high ground. Playgrounds remain unusable, and this hampers transportation for children as well," he added.
Monju's concern is not just about inconvenience. "We, the taxpayers, are paying for these buildings, but our children are not getting the proper benefits. The designs should be changed, or the government should include the whole campus in the master plan, not just the specific building," he argued.
Where government initiatives fall short
To its credit, the government has taken steps to improve school infrastructure.
The Primary Education Development Programme (PEDP) is one such initiative, aimed at constructing new classrooms, improving existing facilities, and providing basic utilities like clean water and sanitation.
But experts argue that these measures are incomplete without attention to open spaces. "The focus has been on buildings and utilities, but not on playgrounds. Without playgrounds, we are only solving half the problem," said education expert Monju.
So what can be done? The answer lies in changing how schools are planned from the outset.
"The government should not see schools as just buildings; they should plan the whole campus, including the playground, drainage, and surrounding landscape. Yes, it will be more complex, but it will be more effective in the long run," he added.
Dr Chowdhury agreed. "Students' psychological and educational outcomes can be vastly improved when schools are designed holistically. Community-led projects that combine classrooms, playgrounds, and proper maintenance have shown substantial differences in both learning and mental well-being. The government should learn from these examples," he said.
Liza added a broader perspective, "Whenever a new school or college is established, approval should not just cover classrooms and buildings. Playgrounds and other facilities must be ensured so that children can grow up with healthy minds and sound personalities."
