Differences in Schoolchildren's Emotional State After Indoor Versus Outdoor Recess in Extreme-Heat Weather

Children's emotional states are linked to learning and academic success. Outdoor recess is known to support emotional well-being; however, extreme heat can limit access, prompting schools to hold recess indoors. Limited research has examined how recess environments during extreme heat impact children's emotional states.

This cross-sectional study assessed emotional state via a survey of 317 fourth- and fifth-grade students from five elementary schools in the Phoenix Metropolitan Area during 6 weeks of hot weather (95°F-106°F) in August-September 2024. Students completed a brief questionnaire that included the modified Positive and Negative Affect Scale for Children (PANAS-C) immediately after recess, held either outdoors, indoors in classrooms, or in gymnasiums. One-way ANOVAs and post hoc tests were used to assess differences by recess location.

Positive affect was significantly higher after recess held outdoors or in gymnasiums compared to classroom-based recess. No significant differences in negative affect were observed across locations. Most recess sessions (75%) occurred outdoors despite high temperatures.

Findings suggest that recess held outdoors and in gymnasiums can support children's emotional well-being even during extreme heat. Schools should invest in heat-adaptive infrastructure to ensure equitable access to emotionally supportive recess environments, especially in climate-vulnerable regions.

Recess setting matters for emotional readiness to learn during extreme heat.