Researchers at the University of California, Santa Cruz are calling on states and school districts to require elementary schools to provide daily recess for all students along with detailed recess plans similar to teachers鈥� lesson plans.
Through a research brief published last month, they also recommend that government officials and school leaders keep in mind the role recess plays in creating a positive school climate.
These recommendations align closely with the , which call recess a 鈥渘ecessary break in the day for healthy child development,鈥� that 鈥渟hould not be withheld for academic or punitive reasons.鈥�
Rebecca London, an assistant professor in sociology at UC Santa Cruz and the brief鈥檚 principal investigator, thinks of recess as a classroom.
鈥淚t鈥檚 a big classroom, and it鈥檚 messy,鈥� said London. 鈥淚t happens outside, and there鈥檚 yelling. But it鈥檚 a place where students can feel safe or unsafe, where they can make connections or not make connections. Some intentionality around it can go a long way toward building overall school climate, which is really important.鈥�
The research brief entitled, 鈥�,鈥� is an evaluation of by placing recess coaches in schools or through training a school鈥檚 recess team on how best to engage students in safe and healthy activities on the playground.
The brief focuses on the latter model by examining five schools鈥� involvement with Playworks鈥� TeamUp program during the 2015-16 academic year. Through this program, a site coordinator spends one week a month working with school staff to implement Playworks鈥� recess model. The researchers also used findings from a nationwide survey conducted during the school year of about 1,300 educators at schools that implemented Playworks.
The program supports a more structured recess than you may remember, although London prefers the word organized. During Playworks鈥� recess, students come outside to find equipment in place for several games, and they play with common rules that are agreed upon beforehand. Students also learn a method of conflict resolution designed to resolve disputes quickly, so they can return to play.
鈥淭hese very, very simple organizational tools鈥攖he mapping of the yard, the equipment out in the right place and the common rules to games鈥攖hat alone makes a huge difference,鈥� said London.
Within this model, students can play whatever they鈥檇 like, and all are encouraged to participate. Inclusion is a big part of the program, and teachers are even asked to join the fun.
鈥淲hen adults are playing with children, they鈥檙e modeling the way they want them to perceive play, but the kids, they just think it鈥檚 fun,鈥� said London.
The brief also mentioned the importance of support from the school鈥檚 principal and the district鈥檚 leadership. It also calls for each school to have a dedicated recess staff. Most schools use paraprofessionals to fill these roles.
Through studying the five schools highlighted in this brief and the surveys, the researchers determined:
- Recess goals should be aligned with schoolwide goals.
- Recess must be fully integrated as an essential part of the school day.
- Formal assessment is needed.
They also stressed that recess should promote social and emotional learning.
Teachers and administrators at the five featured schools reported fewer bullying incidents and fewer disciplinary referrals. Students were also more active.
The brief was supported by the .
Photo: Students enjoy recess through Playworks at an elementary school in northern California. (Anukul Gurung)
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