The State of Elementary School Recess in Georgia: Pandemic, Policies, and Patterns of Play (Poster 23): Division L - Section 8: Social Policy and Education, 8:32 AM

• In Event: e-Lightening Ed-Talk Session 6

Abstract

Recess is a time-honored part of elementary school, but contemporary educational priorities have been eroding this once common-place practice. The emphasis on structured experiences in service of academics implies there a perception that recess is not only unimportant but also counter-productive to student success. The research-based evidence belies this assumption. The erosion of recess is especially concerning because of how disproportionately economically, socially, and culturally marginalized or under-served students lose out on this play that is proven to support positive student outcomes across domains. COVID added increased pressure to recess practices in schools. This study sought to understand the current state of elementary recess in Georgia to inform both educational policy and next-steps research.

Authors

• Erica DeCuir, Albany State University

• Karyn A. Allee, Mercer University

• Dawn Robinson, University of South Carolina - Beaufort