It’s Not Called Recess Anymore: Break Time in Middle School

• In Event: 3440 - Children, Youth, Adolescents: Scholar Activism on Behalf of Children and Youth

Abstract

During school recess, children have a break from the rigors of academic learning and a chance to play – which supports their development physically, socially and emotionally. Play is so important that the United Nations has designated it the right of all children. Yet, recess can also be a troubling time for students who are excluded or bullied, or worse. Withholding recess is a common disciplinary tool for misbehavior or missed schoolwork. Recess is both critical for students’ belonging at school and perceptions of overall school climate, as well as the source of the majority of office referrals for disciplinary problems. Inattention to recess planning and support is the norm. The recess literature focuses on elementary schools, but middle school can offer an even more challenging recess because of the developmental changes students experience and the vast differences between and among age groups. Focusing on the three middle schools, this study explores student and adult experiences with recess time to better understand how middle schools approach recess for their students and staff and students’ perceptions of break time.

This study is a community-engaged research project that afforded 25 undergraduates a field-based research experience in data collection and 6 a more intensive coding and analysis opportunity. Through interviews, observations, and a student survey, the research points to several key findings, including the importance of offering alternative spaces and activities and adult support for students’ physical and emotional safety. There are age and gender activity differences, with older boys the most engaged in sports and physical activity and girls of all ages are more likely to socialize. Sixth grade students are the most likely to spend time in alternative spaces. Three main challenges are the long lunch lines, exclusion, and finding friends in a busy recess yard.

Author

• Rebecca London, University of California-Santa Cruz