The Power of Recess: Voices From One School's "Experiment" With Additional Unstructured Time for Students

• In Event: 34.078 - Roundtable Session 13
  In Roundtable Session: 34.078-2 - Educational Change in Classrooms, Schools, and Communities

Abstract

Despite clear evidence of the value of unstructured time and play for developing children, American schools are reducing recess time for students. Contrary to this trend, a rural elementary school chose to increase the number of daily recesses during their last month of school. This qualitative study uses teacher and staff interviews and surveys to capture the experience – including initial thoughts, impact, and continuation of the added recesses. One common initial concern was that students would not refocus after recesses, but teachers found that focus was actually improved. Other positive impacts and remaining concerns are presented. All participants supported continuation of the additional recesses. Findings will benefit schools considering increasing recess time, and researchers who wish to study such changes.

Authors

• Bryan Mascio, Harvard University

• Siffat Hingorani, University School of Nashville

• Vrinda Loiwal, Summit Public Schools - California

• Audrey Pindell, Harvard University