A Researcher Shares Best Practices

Rebecca London, a community-engaged researcher and sociology professor at the University of California, Santa Cruz, dedicates her time to observing school playgrounds. Through her observations, she has witnessed the full spectrum of recess experiences—ranging from positive interactions characterized by cooperation and healthy competition to negative situations marked by bullying and disinterest.

A passionate advocate for enriching the recess experience for all children, London founded the Global Recess Alliance in 2020, collaborating with colleagues internationally. The alliance champions the necessity of adequate recess, viewing it as an indispensable component of children’s education throughout their school years.

In a recent interview with Education Week, London discussed the significance of recess, outlining both effective practices for structuring and scheduling it, and the broader implications it holds for students. She emphasized that recess has the power to enhance the overall school experience and equip students with essential skills that extend beyond their time on the playground.

Why Study Recess?

With a Ph.D. in human development and social policy, studying recess aligns perfectly with London’s academic focus. She finds it fascinating to consider how to integrate this holistic opportunity within the traditional school day, which predominantly emphasizes academics. “The goals of recess should be to support children’s comprehensive development—academic, social, emotional, and physical,” she asserts.

State Requirements for Recess

London notes, “More than half of states lack any mandates for recess.” Among those that do, most require only 20 minutes of recess, a duration that, when compared to an adult’s lunch break, seems insufficient. “Play is how children learn,” she stresses.

What’s Missing in Recess Discussions?

Despite existing mandates, many states lack training programs for adults to effectively facilitate healthy play. London points out, “You can’t simply release hundreds of children onto a playground for 20 minutes with a few balls and expect it to run smoothly.” She emphasizes the absence of guidelines, funding, or accountability to support effective recess programs. “The laws exist, but they are merely a starting point,” she adds.

The Baseline Role of Recess

Recess provides students with a vital break from the rigors of the school day, catering to their diverse needs. Some children may need to run, while others may seek quieter activities, such as reading or exploring nature. London believes that recess should be flexible and tailored to the local community, ideally involving input from the children themselves.

Variations in Recess Experiences

Recess can be categorized into structured and unstructured formats. In structured recess, an adult organizes activities, such as soccer or basketball. In contrast, unstructured recess allows children to explore freely, utilizing found objects like tires or wood to create their own games, a strategy particularly popular in Australia. However, London notes that such approaches aren’t universally applicable, as not all schools can manage the potential risks involved.

Recommendations for Recess

Many advocates, including London, support a model of facilitated recess that encourages free choice and diverse activities. Such a model allows children to transition between various games and provides safe spaces for those who prefer quieter interactions. “Adults should not merely supervise; they should engage with students, helping to initiate games and promote positive social interactions,” she advises.

You can’t just throw 400 kids out on a play yard for 20 minutes with a couple of balls and expect it to go well.

Teachers play a crucial role in modeling social and emotional skills during recess, providing students with opportunities to practice these skills in a less structured environment. Adults can facilitate conflict resolution and encourage positive interactions among students.

Resources for Recess Best Practices

While schools can implement effective systems, London highlights a lack of state guidance in this area. However, the American Academy of Pediatrics is set to release a new statement advocating for recess. The Global Recess Alliance is also preparing to announce its own recommendations for healthy recess practices.

London’s international work with the Global Recess Alliance indicates that many countries, unlike the U.S., have well-established recess programs grounded in the United Nations’ Convention on the Rights of the Child, providing a strong legislative foundation for the incorporation of recess into school schedules.

Observations of Recess Worldwide

While London has not yet had the opportunity to observe recess practices in other countries, she expresses a keen interest in visiting Finland, which allocates 15 minutes of recess for every hour of instruction. “I would love to see how they implement this model and what activities engage the children there,” she states.

Optimal Timing for Recess

London suggests that the middle of the day is the most suitable time for recess, as children are eager to socialize with their peers. Discussions around whether to prioritize lunch or play often arrive at the conclusion that allowing play first leads to better nutrition outcomes, as children tend to eat more after they’ve had the chance to move around.

Frequency of Recess

The Global Recess Alliance advocates for multiple recess breaks throughout the day. London suggests at least two, ideally three, breaks—one in the morning, one at lunch, and one in the afternoon. While not all breaks need to be lengthy, even brief opportunities for students to reset can be beneficial.

Addressing Concerns about Instructional Time

Research indicates that recess contributes positively to classroom behavior and concentration, ultimately enhancing learning. A study conducted with Playworks found that effective recess implementation resulted in teachers gaining back an entire day of instructional time throughout the school year, reducing the time spent addressing conflicts stemming from poorly managed recess experiences.

Recess as a Learning Tool

Recess serves as an essential opportunity for students to cultivate social and emotional skills. Those who develop these skills early in life are better equipped to navigate interpersonal interactions later on. London highlights the importance of teaching children to manage conflicts constructively, as the ability to engage positively in social settings is vital throughout life.

Withholding Recess as Punishment

Unfortunately, recess is sometimes withheld as a disciplinary measure. London has observed instances where entire classes lose recess time due to the misbehavior of a few students, as well as cases where individual students are denied recess for not adhering to classroom rules. “There are no studies supporting the effectiveness of this approach,” she asserts.

Addressing Equity in Recess Access

London points out that certain groups of students, particularly Black and Native American children, are disproportionately affected by the withholding of recess. Such practices can contribute to a damaging narrative that these children do not belong in play environments, perpetuating cycles of exclusion and behavioral issues. “Removing these children from recess does not teach them how to interact better; it only reinforces negative beliefs about their worth,” she explains.

Final Thoughts on Recess and Education

London advocates for a fundamental reevaluation of the educational landscape, emphasizing the importance of nurturing emotional regulation, conflict resolution, collaboration, and authentic communication. “If we value these skills, we can create a society that supports them,” she concludes. “Recess should be a space for healing and connection, benefiting all children.”