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This article explores the softer side of play, considering the affordances of teaching at the reflective and contemplative end of the playful learning spectrum.&amp;nbsp; Inspired by both contemplative and compassionate pedagogies plus practice-based enquiry, it argues for the positive impact that playful learning can have on student and staff mental health.&amp;nbsp; It explores the way that a playful teaching approach can benefit both students and teachers within UK Higher Education: a sector where high levels of poor mental health among both groups are well-documented.&amp;nbsp; The affordances of combining playful learning with compassionate and contemplative pedagogies are identified: these include the development of skills in empathy, listening and reflection, and the provision of safe spaces for identity work.&amp;nbsp;&amp;nbsp;The article ends with some practical recommendations for teachers who would like to adopt this compassionate approach in both their playful practice and their own development.

Compassionate Play: why playful teaching is a prescription for good mental health (for you and your students)