Have you ever sat in a group, maybe at a workshop or a team-building session, and the facilitator says, “Let’s go around and share your name and something you enjoy doing in your free time”? That moment hits and my brain just… clicks off. I smile, nod, wait for my turn, and suddenly I’m asking myself, “What do I actually do for fun?” 

It’s funny how quickly our minds rush to things like our job, our role, or what we want to be when we grow up. But when it comes to what we love doing, what brings us joy or makes us feel like ourselves, it can be surprisingly hard to name. That moment always reminds me how easy it is to overlook leisure, especially when we’re busy or focused on responsibilities. And I think that’s true in our therapy spaces too. 

In occupational therapy, especially in paediatrics, we often begin by targeting the things a child needs to do. Self-care, communication, emotional regulation, academic tasks, and mobility are all incredibly important. But leisure, what a child wants to do because it’s fun, fulfilling, or meaningful, can sometimes get sidelined. 

The Canadian Model of Occupational Performance and Engagement reminds us that leisure is not just an extra or bonus activity. It is a core occupational domain alongside self-care and productivity. It is part of the trio that defines our daily lives, our identity, and how we participate in the world around us. 

Leisure includes any activity we choose to do for pure enjoyment or fulfillment, outside of the things we have to do like school, work, or chores. It is not about being good at something or achieving a goal. It is about doing something because it feels good, is interesting, or brings connection. Whether it is collecting Pokémon cards, baking, playing organised sports, reading, or even spending time with pets, it all matters. 

For children and young people with physical, intellectual, or neurodevelopmental disabilities, leisure plays an even more vital role. It supports mental health, builds confidence, creates opportunities for social connection, and is a powerful tool for practicing life skills in real-world, motivating ways. As therapists, we know how valuable a top-down approach can be. Embedding therapeutic goals into meaningful activities, rather than isolated practice sessions, can make a big difference for participation and engagement. When we support leisure participation, we are supporting motor skills, emotional regulation, executive functioning, social learning, and even resilience, all within a context the child enjoys and chooses. 

Beyond the therapeutic gains, leisure is where identity is formed. We often define ourselves by what we enjoy. I’m into animals. I enjoy listening to audiobooks. I enjoy being in nature. When we support kids to find and pursue their interests, we are helping them discover who they are and what they can be. Not just at school or in a job, but in life. 

Technology is a big part of many young people’s leisure lives. While it is natural to have concerns about screen time, digital activities like gaming or content creation can also offer connection, creativity, and structure, particularly for kids who find in-person socialising more difficult. The key is in how it is used and how safety is promoted. The American Academy of Pediatrics recommends setting age-appropriate limits, maintaining balance with physical activity, and encouraging collaboration with parents and caregivers for safety. If you are unsure how to support your child’s digital interests in a healthy way, or want help finding that balance, this is something you can always bring up with your child’s occupational therapist. 

Leisure is not just free time. It is meaningful time.

If you are curious about how leisure can support your child’s development and wellbeing, feel free to talk to your occupational therapist. It is never just play. It is a pathway to connection, growth, and thriving.