George Lucas Educational Foundation

Sustaining a Schoolwide Culture of Playful Learning

Educators in this small town prioritized innovation, creativity, and wonder in every aspect of their school, and the message to students was clear—dream big, because anything is possible.

January 10, 2024

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In Eminence, Kentucky, a small rural district has dedicated their entire school to reveling in the joy and excitement of learning. From makerspaces to interactive hallways to a slide that sends students from the top level to the ground, they have created a space that captures the imagination—and has become the pride of their economically challenged community. But the approach goes well beyond the physical building. Teachers are supported in professional development sessions that encourage them to inject a sense of “surprise and delight” into their lessons, as well as in guiding students through meaningful projects that connect to their community. So school becomes a place where academic rigor is accomplished in an active, collaborative, and engaging way.

To learn more about the research behind the practices seen in the video, check out the links below.

The American Academy of Pediatrics’ report on how play enhances development in young children (2018)
Kayleigh Skene, Christine M. O’Farrelly, Elizabeth M. Byrne, Natalie Kirby, Eloise C. Stevens, and Paul G. Ramchandani’s meta-analysis and review on whether guidance during play can enhance children’s learning and development in educational contexts (2022)
Rachel Parker, Bo Stjerne Thomsen, and Amy Berry’s article on learning through play at school (2022)
Matthias J. Gruber and Yana Fandakova’s investigation of the neurological side of the positive effects of curiosity on learning and memory (2021)
Christine I. Celio, Joseph Durlak, and Allison Dymnicki’s meta-analysis of the impact of service learning on students (2011)

Schools That Work

Eminence Independent Schools

Public, Rural

Grades K–12

Eminence, KY

The Eminence Independent Schools district was failing less than a decade ago. Enrollment was declining, and test scores and morale were plummeting in the small, rural, Title 1 district in Eminence, Kentucky. To save the district and the town, Buddy Berry, the superintendent, initiated sweeping changes that were identified by the students themselves.

With community buy-in, the district built a 30,000-square-foot technology-focused building with eight makerspaces to foster personalized learning, made time for students to design and solve real-world problems, and developed an early college program to prepare students for college. The district also adopted a “surprise and delight” culture—focusing on ways to boost student and staff morale. The district’s efforts paid off: Graduation rates and college persistence rates have increased, and enrollment has doubled.

Achieved 100% College and/or Career Readiness by Kentucky state standards for 2013-2014 and 2014-2015.
99.5% of early college program participants are either on track to earn a college degree or have already done so.
Selected to attend the 2014 ConnectED to the Future Convening at the White House.