Recess quality and social and behavioral health in elementary school students
Recess quality impacts social, emotional, and behavioral outcomes
Recess provides cognitive, social, emotional, physical, and academic benefits. However, most research studies of recess have emphasized physical activity at the expense of other health outcomes. This U.S. study investigated the relationship between recess quality and elementary school students’ social, emotional, and behavioral competencies.
This observation-based study recruited 352 third and fifth grade students from 25 different elementary schools across the United States. The diverse sample included Hispanic/Latino, African American, white, Native American, and Asian children. 113 teachers completed behavioral assessments for up to 5 randomly selected students from their classrooms, which included ratings of emotional self-control, executive-functioning, bullying, and resilience—and. At the same time, teachers also kept a 5-day recess log. Trained undergraduate and graduate research assistants observed 41 recess periods and measured recess quality using a standardized recess observational tool that included 17 items to score the safety of the recess environment, number of adult supervisors, access to equipment, availability of games, student-initiated play, levels of activity, physical conflicts, communication, conflict resolution, adult support for play, and transitions. Observers also completed a classroom quality scale which measures classroom organization and teacher-student interactions and emotional and instructional support. After collecting this behavioral and recess data, researchers conducted statistical tests to examine possible relationships between recess quality and students’ developmental outcomes. Their primary goal was to see if recess quality predicted any teacher-reported social, emotional, and behavioral outcomes.
The overall quality of recess was low to moderate across participating schools with only 5 of the 25 sites scoring in the top half of the scale. Recess quality did not predict externalizing behaviors (hyperactivity, aggression, conduct problems), internalizing behaviors (anxiety, depression, somatization), or behavioral symptoms (attention problems, atypicality, withdrawal). Quality of recess significantly predicted executive functioning problems, resilience, emotional self-control, and adaptive classroom behaviors, such as social skills, leadership, and functional communication. Increased recess time was associated with lower scores for externalizing problems and lower levels of bullying.
Overall, these results indicate that recess quality is significantly related to pro-social behaviors but not to clinical behavioral health problems. Study data characterized recess quality in terms of a safe play environment, adequate play equipment, supportive and engaged adults, student autonomy, and low levels of disruptive conduct. These findings suggest that recess not only supports physical activity but also can contribute social, emotional, and behavioral health benefits. The article concludes with five action steps that schools can take to improve the quality and benefits of school recess: (1) create a recess leadership council, (2) develop recess policies and procedures, (3) provide recess-specific professional development, (4) organize recess environments for games and play, and (5) position recess as part of a whole-school strategy to support the development of the whole child.
Citation
Massey, W. V., Thalken, J., Szarabajko, A., Neilson, L., Geldhof, J., (2021). Recess quality and social and behavioral health in elementary school students. Journal of School Health, 91(9),
