www.usplaycoalition.clemson.

edu
November 2013

A Research-Based Case for Recess

Olga S. Jarrett, Georgia State University
The recess issue. Recess has traditionally been an important part of the day for school children, a time when
they organize their own games, play on playground
equipment, run and chase each other, carry on cultural
traditions of clapping games or jump rope rhymes, dig
in the dirt, investigate nature, or talk with their friends.
Compared to the rest of the school day, recess is a time
when children have more freedom to choose what they
want to do and with whom. For many children, recess
is their favorite time in the day. The speaker of my states
General Assembly agreed to co-sponsor legislation mandating recess admitting: I would not have survived elementary school if it hadnt been for recess.
But over the past 20-25 years, recess has been cut
back in some schools and completely cut out in others.
On a 1989 survey of state superintendents conducted by
the National Association of Elementary School Principals (NAESP), 96% of school districts reported they had
recess.1 However, in the next 10 years, the number of
schools with recess had decreased. By the late 1990s,
the lack of recess in many schools received considerable
notoriety. A front page article in The New York Times
pictured a school built without a playground and
quoted Atlanta Public School Superintendent Benjamin
O. Canada as saying: We are intent on improving
academic performance. You dont do that by having
kids hanging on the monkey bars.2 No Child Left
Behinds (NCLB) focus on test scores has resulted in
cutbacks in both the arts and in physical activity. According to official figures provided by school systems
since the enactment of NCLB, 20% of U.S. school systems decreased recess time, averaging recess cuts of 50
minutes per week.3 In National Center for Educational
Statistics data from 173 randomly selected school districts, 5.3% reported increases in recess while 32.3%
reported decreases.4
Who gets recess? Article 31 of the UN Convention on
Rights of the Child states children have the right to play.
Many other countries, some of them top-ranking in international tests, give their children more frequent or extensive play breaks than does the United States. English
primary children have breaks in the morning and in the
afternoon as well as a long lunch break. Japanese chil-

dren get 10-20 minute breaks between 45-minute lessons or five-minute breaks and a long lunch. Finnish and
Turkish children have 15 minutes to play after each 45
minutes of work. Ugandan students have an eight-hour
school day, but they have a half hour of play in the
morning, one hour for lunch and play, and 1.5 hours of
activity time (sports, music, art, free-choice playtime) in
the afternoon.
In the U.S., policy and practice vary considerably
from state to state and from school to school. The probability of children having 150 minutes a week of PE and
at least 20 minutes a day of recess was more likely in
states with laws requiring PE and encouraging recess.5 A
study conducted in 2006 indicated 57% of school systems required regularly scheduled recess in elementary
school.6 However, according to a study published in
2011, only 40% of school systems had an explicit recess
policy. Figures may vary in these studies, depending
upon who is being surveyed and whether questions involve recess policy or recess practice.
School systems may claim on surveys they have recess when they sometimes have it. But who actually gets
recess is another matter and appears to be a social justice
issue. With a randomly selected sample of children on a
What do elementary school principals say?

Principals overwhelmingly believe recess has

a positive impact not only on the development of students social skills, but also on
achievement and learning in the classroom. 7

randomly selected school day in 2002, researchers found

that 79% had recess.8 But only 61% of the African
American students and 75% of other minority students
had recess compared to 85% of white students. Also,
only 56% of those living below the poverty line had recess compared to 83% of those above the poverty line.
In a survey of 1,055 schools, the Robert Wood Johnson Foundation found similar disparities between the
recess haves and have-nots.9 Length of recess was affected by school size, location, region, minority enrollment, and eligibility for free and reduced-price lunch.

fidgety and more on-task when they had recess.12 Also,

children with hyperactivity were among those who benefited the most. These results are consistent with the
findings of a meta-analysis of nearly 200 studies on the
effect of exercise on cognitive functioning that suggest
physical activity supports learning.13 Research indicates
children perform better on literacy tasks after they have
had recess14 and that children raise their hands more
often after recess breaks.15 The Centers for Disease Control and Prevention issued a report in 2010 that explored the associations between school-based physical
activity and academic performance. Of the eight recess
studies they reviewed, six tested the effect of interventions on various aspects of academic performance (attention/concentration), and two explored relationships
between recess and on-task behavior. All eight studies
found at least one positive relationship between having
recess and some aspect of classroom behavior. None
found negative effects of recess.16
Improvements in on-task behavior and attention
after breaks strongly suggest recess might improve
achievement. At the very least, it suggests that abolishing
recess to include more instructional time in the school
day might be counter-productive. A Canadian study
compared attitudes, achievement, and fitness before and
after the school system decided to devote a third of the

Large, urban, Southeastern schools with high poverty

and high minority populations had the least recess,
sometimes none at all. In the Atlanta area, school
systems with high percentages of white suburban children had recess at much higher rates than school systems with high percentages of African American urban
children.10
On a positive note, some school systems have recently reinstated recess. Chicago public schools lengthened the school day to allow for 20 minutes of
mandated recess. Some Atlanta area school systems with
policies against recess in 2003 have since changed their
policies to allow recess. How this policy change has affected individual schools and individual classrooms is
not known since my recent informal surveys of teacher
interns and new teachers in high poverty schools suggest
recess deprivation is widely used for punishment. According to these surveys, in approximately half the
schools with recess, individual children, primarily
African American and Hispanic males, are regularly deprived of recess as punishment for a range of misbehaviors, including noise in the hall, talking back, tantrums,
not finishing homework, and not finishing class work.

Academic benefits of recess. Employees, from factory

workers to long distance truck drivers, have breaks built
into their schedules to promote mental alertness. Do students also require
What do pediatricians say?
breaks to promote mental alertness?
Brain research on attention suggests
Safe and properly supervised recess offers children cognitive, physiwhy breaks are needed: (a) the brain
cal, emotional and social benefits. It should be used as a complement
cannot maintain attention for long
to physical education classes, not a substitute, and whether its spent
periods of time, requiring contrast
indoors or outdoors, recess should provide free, unstructured play or
(such as a new location or novel stimactivity. The AAP recommends that recess should never be withheld
uli) to regain focus; (b) for informaas a punishment, as it serves as a fundamental component of develtion to be processed, down time is
opment and social interaction that students may not receive in a
needed to recycle chemicals crucial
more complex school environment. Study authors conclude that minifor long-term memory formation;
mizing or eliminating recess can negatively affect academic achieveand (c) attention is cyclical, involving
ment, as growing evidence links recess to improved physical health,
90-110 minute rhythmical patterns
social
skills and cognitive development.
throughout the day.11
American Academy of Pediatrics 17
Teachers, parents, and community leaders often wonder whether recess has an effect on test scores.
school day to physical activity, art, and music.18 Though
There is little research that compares the same children
there was less time for academics, student test scores inwith and without recess, and there is no longitudinal recreased slightly and attitudes and fitness increased sigsearch that examines the long-term effects of recess depnificantly.
rivation. It would be unethical to deprive children of
A few recent studies have examined relationships berecess over the years just to examine the long-term eftween recess and behavior or achievement, but their
fects. Hopefully, children who are deprived of recess one
conclusions are confounded by socio-economic status.
year might have recess the next year. So, conclusions
Researchers found teachers rate childrens behavior as
about recess need to be pieced together from a variety of
better when they have at least 15 minutes of recess per
studies.
day,19 but the schools with less than 15 minutes of recess
In research with fourth-graders, children were less
2

POLICY RECOMMENDATIONS BY ORGANIZATIONS

Children should have 60 minutes of physical activity a day.
(Centers for Disease Control and Prevention 20; American Academy of Pediatrics 21)
Recess is an essential component of education and should be part of the curriculum for preschool
through elementary school.
(National Association of Early Childhood Specialists in State Departments of Education 22)
All elementary school children should be provided at least one daily period of recess of at least
20 minutes.
(National Association for Sport and Physical Education 23)
Children need both Physical Education and Recess.
(National Association for Sport and Physical Education 23; National Association of Elementary School
Principals 24; National Association of State Boards of Education 25)
Recess should not be taken away as punishment.
(American Academy of Pediatrics 21; National Association for Sport and Physical Education 23)
Principals should promote the development and maintenance of appropriately supervised free play
for children during the school day.
(National Association of Elementary School Principals 24)
a day tend to be high-poverty schools where teacher
turnover and economic deprivation are correlated with
behavior issues. Another study found two schools that
abolished recess subsequently had lower test scores than
a school that kept recess,26 suggesting that abolishing recess does not raise scores. However, the two schools that
abolished recess served more children in poverty, making comparisons difficult. Clearly, more controlled research is needed.

Recess and Social Competency. According to Jambor,

The playground during recess is one of the few places
where todays children can actively confront, interpret,
and learn from meaningful social experience.29 Much
of what children do during recess, including the sharing
of folk culture,30, 31 making choices, and developing rules
for play, involves the development of social skills. Educators and counselors have asserted that in organizing
their own games, children learn respect for rules, selfdiscipline, and control of aggression;32 develop problem
solving and planning strategies;33 practice leadership, resolve conflicts; develop an understanding of playing by
the rules;34 and associate with children of other ethnicities.35 Using a checklist to explore what children did on
an urban elementary school playground, researchers
noted that they played games they learned in PE, made
up their own games, used the playground equipment
constantly, and exhibited very little negative behavior.36
Using the same checklist with middle-schoolers (playing
on a strip mall parking lot) researchers found creative
use of the space and very little negative behavior.37 Using
similar methodology on an urban parochial school
playground without playground equipment, another
study found comparable results, including children chasing one another, playing games, and engaging in little
negative behavior.38 In a separate study, one researcher
noted that the only negative behavior occurred, not during play, but during lining up.30 Ethnographic studies
found rich discourse and opportunities to negotiate
moral dilemmas during recess.39, 40
Game playing can occur in the classroom as well as on

Need for Physical Activity and Benefits of Recess. The

obesity of children ages 2-19 increased three-fold between 1980 and 1999. In a 2008 ethnic comparison of
children ages 2-19, 20.8% of Mexican American children, 20% of black children, and 15.3% of white children were found to be obese.27 Although cause and
effect cannot be assumed, the ethnic groups with the
highest incidence of childhood obesity are also the
groups least likely to get recess.
The Robert Wood Johnson Foundation concluded
from the body of research on activity in various settings
that opportunity for physical activity is higher during
recess than at other times of the day, with 42% of the
activity occurring at recess, 32% during physical education (PE), and 26% during after-school programs/activities.9 Of great concern is the finding that children
who do not have the opportunity to be active during the
school day do not tend to compensate after school. Experimental research has found that children were less
active after school on days when they had no recess and
PE classes in school, suggesting that inactivity breeds
inactivity.28
3

playground made dramatic progress over the year, becoming happier and easier to get along with due to the
attention and support of the staff.44 Some schools train
peer coaches as conflict managers45 and play partners to
help individual students manage their own behaviors.46
There is evidence these playground interventions generalize to better behavior in other settings. Peaceful Playgrounds (peacefulplaygrounds.com) and Playworks
(playworks.org) are two programs that provide structure designed to teach social skills. A recent Stanford
study found that Playworks schools, compared to control group schools, reported fewer incidences of bullying
and more vigorous physical activity at recess as well as
smoother transitions to the classroom.47 Teaching children games and how to play fair can be useful especially
for children not experienced with recess, with the caveat
that structured activities should not be required.

Supporters of Recess
The Alliance for Childhood, the U.S. Play
Coalition, and the American Association for
the Childs Right to Play (IPAUSA) are strong
supporters of recess. The following organizations, representing PE teachers, elementary
and middle school principals, early childhood
specialists, and pediatricians, have made
major pro-recess statements:
* American Academy of Pediatrics
* National Association for Sport and
Physical Education
* National Association of Early Childhood
Specialists in State Departments of
Education (NAECS/SDE)
* National Association of Elementary
School Principals
* Ranger Ricks Recess Campaign (from the
National Wildlife Federation)

Recess Policy. Decisions about recess are made at

many levels. A few states have mandated recess (e.g.,
Virginia and Hawaii), and others recommend (Michigan), urge (Arkansas), or encourage (California) daily
recess. Most states have no recess policy. The National
Association of State Boards of Education lists the PE
and recess policies of all the states in its State School
Healthy Policy Database (http://www.nasbe.org/
healthy_schools/hs/bytopics.php?topicid=3120&cat
Expand=acdnbtm_catC). In some cases, local school
boards have established their own recess policy.
Whether or not the school board mandates recess, it is
often the school principal who either allows it or discourages it for a variety of reasons, including test scores
or playground safety. Even where schools encourage
recess, teachers sometimes keep the whole class or individual children in from recess as punishment. Recess
advocates can often find out where decisions are made
through a Google search using school recess policy and
the name of the state and school system as descriptors.
Advocates can collect data on their school by surveying
teachers, parents, and/or children on how they feel
about using recess deprivation as punishment. Teachers
are often open to ideas for alternative consequences for
misbehavior. Reward for good behavior and discipline
alternatives to recess deprivation are found on the
Peaceful Playgrounds website.

the playground. However, according to some researchers, game playing in the classroom is typically in
a closed setting where the children cannot withdraw
from the game.41 Recess provides a more open setting
where children are free to leave the play situation. In
open settings, children must learn to resolve conflicts to
keep the game going, resulting in low levels of aggression on the playground.41, 36 Interviews with fourthgraders suggest recess may be the only opportunity for
some children to practice their social skills with other
children.42 Many classrooms allow very little interaction. Furthermore, latchkey children, who lock themselves at home after school with TV and computer
games as companions, often have no peer interactions
once they leave school.
An important aspect of play is the ability to choose
and make decisions. One study found that 8-9 year-olds
were able to set goals for their recess experience that
included achievement, social relationships, and the need
for fun and challenge.43 In interviews of fourth-graders
on the difference between PE and recess, the dominant
response was recess involved choice of activities and
play partners, whereas in PE they were told what to
do and with whom. Some of the children noted recess
was the only time of the day when they could make
choices and that the ability to choose made them feel
respected.42
Recess provides an excellent opportunity for learning
social skills. Students who have been long deprived of
recess may not know how to behave when recess is reinstated. In an urban Boston public school, researchers
noted many children with challenging behaviors on the

Next Steps. Based on the research, the following next

steps are recommended:
Researchers: More research, especially of student
learning and test-taking success with and without recess
would be helpful.
Parents and concerned citizens: Recess advocates
have changed recess policy through letter-writing campaigns, petitions, visiting school board meetings, and
talking with many people. The individual who con4

vinced the Virginia Board of Education to require recess

did not have a child in the public school system. The
common good requires people be concerned not only
about their own children but also about other peoples
children. Being a recess advocate benefits society. For
recess advocacy strategies, see Ranger Ricks Recess
Campaign (National Wildlife Federation).49
Teachers: Be aware of what the research says about
recess and share that research with your principal.
Rather than deprive misbehaving students of recess,
consider more appropriate consequences for misbehavior, consequences that do not restrict active play.
Principals, superintendents, and policy makers: In-

form yourself on what the research actually says about

the values of recess. Make research-based decisions on
recess policy.
Students: Children can make a difference on an issue
like recess that affects them personally. By taking action
through debates, petitions, making signs, and writing
articles/letters in the school/community newspapers,
children can learn about political action and empowerment. As part of special Problem-Solution Projects in
their classrooms, children collected data on their playground and convinced their principal to let them have
recess.48 Childrens data collection could even become a
science fair or social studies fair project.

In Conclusion
Advocates for the wellbeing of all children need
to be concerned about the number of children
deprived of recess. Given the strong evidence
suggesting recess meets so many physical, social,
emotional, and academic needs, recess for all is
a goal worth pursuing.

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Published by

Olga S. Jarrett, professor of Early Childhood Education

at Georgia State University, is a play researcher and
recess advocate. She is a past president of The Association for the Study of Play (TASP) and a past president of
the American Association for the Childs Right to Play
(IPA/USA). She was one of the first US Play Coalition
research grant recipients. The US Play Coalition research grant funded a portion of the research included
in this publication.

In collaboration with

Alliance for Childhood

www.usplaycoalition.clemson.edu

www.allianceforchildhood.org

and
www.ipausa.org