A critical examination of school-based recess: what do the children think?

ABSTRACT

Over the past decade, much attention has been paid to school-based recess and the implications of recess on child development. Large and influential groups such as the American Academy of Paediatrics (2012), the Centers for Disease Control (2017), and SHAPE America (2017) have cited recess as a crucial component to the school day, noting the potential cognitive, academic, social, emotional, and physical benefits. Although recess has been conceptualised as a means to achieve academic and health goals, children often do not share these same objectives, viewing recess as a place of fun and social interaction. Thus, a need exists to examine the potential incongruence between adult (i.e. public health researchers and practitioners) and child perspectives on recess and recess interventions. The purpose of this study was to explore and critically analyse what is known regarding children’s perspectives of school-based recess. A qualitative meta-study was conducted and 26 research manuscripts were identified and critically analysed through a systematic search and meta-study process. Specifically, meta-theory, meta-method, meta-analysis, and meta-synthesis analyses were conducted. Results of our review suggest that theory and disciplinary lenses have guided the nature of findings at environmental, institutional, social, and individual levels of recess experiences. Moreover, gender conformity, power hierarchies, and bullying, are social factors that influence access to resources, as well as engagement during recess. These findings point to a growing need to better understand the social dynamics that take place during breaktimes in schools.

KEYWORDS:

• Recess
• Play
• Physical Activity
• Social Determinants
• Meta-study

Disclosure statement

No potential conflict of interest was reported by the authors.

Supplementary material

Supplemental data for this article can be accessed here.

Notes

1. Ren and Langhout (2010) state their data were collected in 2004.

Additional information

Notes on contributors

William Massey

William V. Massey, PhD, is an assistant professor at Oregon State University. His research focuses on the role of sport, play and physical activity on various markers of youth development.

Laura Neilson

Laura Neilson is graduate student in public health with a focus on health behavior and health promotion.

Jacqueline Salas

Jacqueline Salas is graduate student in public health with a focus on health behavior and health promotion.