Grade 5 Students Lead Effort to Build Fair Play and Inclusion on the Basketball Court

Basketball is one of the most popular activities at Lower School recess, and sometimes, emotions run high. When students and educators alike noticed that recess basketball no longer reflected the kindness, respect, and teamwork the Lower School strives for, Grade 5 students decided to lead the change. With guidance from Lower School Associate Principal Stacey Johnsen, they collaborated to create solutions that would make the court a safe, fair, and welcoming space for all. 

The idea began during a Grade 5 team collaboration meeting when teachers expressed concern about repeated conflicts during recess games. Rather than imposing another set of rules written by adults, Johnsen invited volunteers from each Grade 5 class to help address the issue. Fourteen students came forward, eager to use their voices to improve their playground experience and model positive leadership for their peers. 

Meeting over several lunch periods, the students discussed problems they had observed on the court. “Sometimes players argue about fouls or who gets to play next,” one student explained. “We wanted to make it fair for everyone, not just the people who are the best at basketball.” This became the perfect opportunity for self-directed learning, as students took ownership of both the problem and the process of solving it. Through their work, they also learned about the Learning for Justice Standards of identity, inclusion, equity, justice, and action. Using those principles, they drafted a set of “Essential Agreements” designed to promote respect, kindness, and fair play. 

As the group reflected on what a “perfect basketball court” would look, sound, and feel like, they quickly realized that fairness begins with communication and empathy. Through thoughtful discussion and active listening, students practiced what it means to be collaborative communicators, such as sharing ideas, respecting differences, and working together toward a shared goal. “When you are in a group, you have multiple ideas and can use teamwork to solve problems,” said Knox I., a Grade 5 student. “It feels good to know that we’re helping everyone have fun again.” 

Together, the students developed a “Ladder of Consequences” to support accountability and ensure that all players can enjoy the game safely. This framework encouraged students to hold one another responsible in ways that were constructive and fair. “We didn’t want to get people in trouble,” said Derek C. “We wanted to remind them how to play respectfully.” 

“I felt it was important for students to take ownership of the process,” said Johnsen. “They know what happens on the court, and they are old enough to encourage their peers to be better and follow the agreements.” 

The project culminated in the creation of a public service announcement that shared the students’ Essential Agreements and explained how the process came together. “Helping other people makes me feel good,” said Ian Z. “Whenever there is a chance to volunteer, I try my best. I hope other students will do the same.” 

Throughout this experience, students demonstrated the qualities that Taipei American School strives to nurture: courage to take initiative, kindness and respect for others, and the ability to collaborate toward a shared goal. By seeking opportunities for growth, leading their peers, and sharing what they learned through their public service announcement, they modeled service in action, using their voices to make their school a better place for all. 

Now, when a basketball game begins on the Upper Field, students carry with them a shared understanding that teamwork, inclusion, and respect make every game more fun for everyone. The court has become more than just a place to play; it is a place where leadership, empathy, and community come to life.