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Recess Quality and Social and Behavioral Health in Elementary School Students
William V Massey1, Janelle Thalken2, Alexandra Szarabajko3
1Assistant Professor (william.massey@oregonstate.edu), Kinesiology, College of Public Health and Human Sciences, School of Biological and Population Health Sciences, Oregon State University, Corvallis, OR, 97330, USA.
The Journal of School Health
|July 8, 2021
Summary
High-quality recess environments positively impact children's social, emotional, and behavioral development. Investing in recess quality supports crucial developmental outcomes for students.
Area of Science:
- Child Development
- Educational Psychology
- Behavioral Science
Background:
- Research often emphasizes physical activity during recess, overlooking its psycho-social benefits.
- A high-quality recess environment is crucial for holistic child development.
Purpose of the Study:
- To investigate the link between recess quality and children's social, emotional, and behavioral outcomes.
- To understand how the quality of the recess environment influences child development.
Main Methods:
- Data collected from 352 children across 26 schools in the US.
- Teacher behavioral assessments and live recess observations using the Great Recess Framework-Observational Tool.
- Two-level regression models analyzed the association between recess quality and child outcomes.
Main Results:
- Recess quality significantly predicted fewer executive functioning problems.
- Higher recess quality was associated with increased resilience and emotional self-control.
- Improved recess quality correlated with a composite of adaptive classroom behaviors.
Conclusions:
- Recess quality is a significant factor in child developmental outcomes.
- Schools must prioritize training and resources for high-quality recess experiences.
- Positive recess environments foster essential social, emotional, and behavioral skills.
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