{"id":47475,"date":"2026-05-28T22:23:04","date_gmt":"2026-05-28T22:23:04","guid":{"rendered":"https:\/\/bondahx.com\/index.php\/2026\/05\/28\/recess-took-a-break-in-some-schools-a-push-is-on-to-bring-it-back\/"},"modified":"2026-05-28T22:23:04","modified_gmt":"2026-05-28T22:23:04","slug":"recess-took-a-break-in-some-schools-a-push-is-on-to-bring-it-back","status":"publish","type":"post","link":"https:\/\/bondahx.com\/index.php\/2026\/05\/28\/recess-took-a-break-in-some-schools-a-push-is-on-to-bring-it-back\/","title":{"rendered":"Recess Took a Break in Some Schools. A Push is On to Bring It Back."},"content":{"rendered":"


\n<\/p>\n

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Increased attendance, better attention in classrooms, stronger friendships, and more engaged citizens \u2013 these are not a long wishlist of preferred traits in an elementary school student. They are what some advocates believe are a direct impact from recess. <\/p>\n

Recess, long a staple in children\u2019s school days, has been put on the back burner or cut entirely by some districts as the push for more class time, higher academic performance, and increased test scores take center stage. <\/p>\n

Recess advocates are pushing back in their efforts to guarantee a playtime each day. They argue adding in more structured play time benefits children\u2019s academic, social and emotional well-being. <\/p>\n

\u201cIt\u2019s not that we don\u2019t need hard work and concentrated effort, but when you hit a wall, you take a break,\u201d says Catherine Ramstetter, who co-authored a new report for the American Academy of Pediatrics touting the importance of structured play. \u201cThat\u2019s where I think, systematically, we\u2019re kind of broken; that we expect little kids to be like little robots.\u201d<\/p>\n

The Push for Play<\/h2>\n

The AAP recently affirmed<\/a> its 2013 stance that not only is recess important for children\u2019s cognitive, physical and emotional well-being but expanded the recommendations to include middle and high school students too. <\/p>\n

\u201cI don\u2019t know many high school teachers that are studying or deep into play,\u201d Ramstetter says, pointing out early childhood teachers typically receive training in structured play. \u201cAlso, culturally in older grades, rigor is somehow equated with your nose to the grindstone \u2013- when in reality, when we want to attain rigor, we have to have breaks.\u201d <\/p>\n

Similar to a push against screentime<\/a> \u2013 specifically cell phones<\/a> \u2013 in the classroom, grassroots efforts have formed to bring back recess. More than a dozen states<\/a>, largely led by the nonprofit Yes to Recess Movement, are pushing for 60 minutes of play per day and ensuring it is not used as a bargaining chip for good or bad behavior. <\/p>\n

\u201cThere has been a lot of evolution of the understanding of the value of recess over 30 years,\u201d says Elizabeth Cushing, CEO of PlayWorks, a nonprofit that helps schools implement evidence-based play tactics. <\/p>\n

\u201cWhat might have been perceived as a \u2018break\u2019 is now seen as a critical part of the school day,\u201d she adds. \u201cIt\u2019s enabling kids to be in connection with each other in a way that\u2019s fun, with low stakes, to build a community.\u201d <\/p>\n

Pushing for state or federal bills have yielded mixed reactions. Each advocate interviewed points out that they have never come with an allocation of funding to help facilitate the implementation, and also had concerns with a lack of other resources, namely helping teachers find time to accommodate the recess breaks. Deborah Rhea, founder of the Let\u2019s inspire innovation \u2018N Kids (LiinK) Project, suggests each local district tackles it by deciding what is best for its own schools and students. <\/p>\n

\u201cI think we have made more strides than I ever thought possible,\u201d says Rhea, who also serves as a professor of kinesiology at Texas Christian University. \u201cBut at the same time, we\u2019re limping along. We\u2019re not being successful with momentum. Doing this propels them forward academically.\u201d <\/p>\n

But Ramstetter says introducing those minutes alone is not enough. <\/p>\n

\u201cI think policy can help support practice, but to make it quality playtime \u2014 something that doesn\u2019t feel like an onerous task on a school \u2014 you have to spend some time planning,\u201d she says. \u201cSimilar to introducing a new curriculum on English. It\u2019s treating it like the crucial instructional time that it is.\u201d <\/p>\n

The Benefits of Play<\/h2>\n

In addition to benefiting younger students, the boost in social skills like teamwork and inclusion, along with physical benefits can be particularly important as students get older, Cushing says. <\/p>\n

\u201cThe opportunities and skill building that happens in elementary school around cooperation, teamwork and how to include everyone in a game are easily done at that age,\u201d she says. \u201cThey follow into middle and high schools where technology and social pressures require they have those skills already. If we want to develop citizens who work in a team and make friends, we have to start early.\u201d<\/p>\n

Experts added that recess can also boost attendance, a particularly important factor given high rates of chronic absenteeism sweeping the nation<\/a>. Massachusetts-based Bedford High School offered \u201cmovement breaks\u201d during lunch<\/a> and saw chronic absenteeism decrease from 35% to 23% within its first year alone. <\/p>\n

\u201cThere\u2019s a lot of focus on recess to help with belonging and source of positive, joyful feelings about school,\u201d Cushing says, adding schools with the PlayWorks framework saw lower chronic absenteeism rates than those without it. <\/p>\n

Rhea of LiiNK listed multiple benefits she\u2019s seen across the roughly 25,000 students that underwent her programming: cortisol levels (tested by hair samples) went down; academic assessment scores went up; off-task behavior in the classroom dropped 40 percent, and schools found offering the programming could be used as a recruitment tactic. <\/p>\n

\u201cThe only time I had to convince parents was the first year I started this,\u201d she says. \u201cAfter that, word of mouth spread.\u201d<\/p>\n

There still is the uphill battle of convincing schools to find time in their day. Not every district can afford to roll out a system similar to Rhea\u2019s or Cushing\u2019s, either financially or with spare time. <\/p>\n

The Future of Play<\/h2>\n

However, Cushing pointed out even with little resources, children tend to thrive with simple, structured play. <\/p>\n

\u201cRecess is the only time in the school day where children naturally know they have mastery,\u201d she says. \u201cThe beauty of recess is that kids will play everywhere. Despite all the complexity there\u2019s a real beauty in the universality of it.\u201d <\/p>\n

However, students do need some resources, like a jump rope and designated play areas, otherwise they may not receive the full benefits of recess even if they are outside. <\/p>\n

\u201cIf you look at a playground where there\u2019s no frame for it, you\u2019ll see a majority of kids standing around the outside of the playground,\u201d Cushing says. \u201cThey\u2019re too afraid or shy to jump in and don\u2019t know if it\u2019s going to be fun or not. It\u2019s not that they don\u2019t want to play, they just need the conditions created to do it.\u201d <\/p>\n

While cell phones are less common in elementary school settings, experts added a lack of screens could improve play conditions. <\/p>\n

Schools have pushed for more tech-free time, specifically with \u201cbell to bell\u201d bans that require cell phones remain untouched for the entirety of the school day, including during lunch, recess and passing periods. <\/p>\n

The AAP study did not explicitly mention the use of technology. However, Ramstetter says the implication was \u201cyeah, get it out of the way,\u201d she adds. <\/p>\n

\u201cDon\u2019t give them to kids at recess: Encourage them to connect, give them quiet places to sit. to run around, to dig in the dirt,\u201d she says, comparing the ban to other forms of consent. \u201cIf I tell you I don\u2019t want to play anymore, I need to mean it. Otherwise it gets muddy.\u201d <\/p>\n

She adds sometimes simple is best, pointing toward schools that just have a jump rope, chalk, and Four Square \u2013 things that allow children to make their own rules. \u201cEveryone agrees recess is beneficial, but you have to do it well to reap the benefits,\u201d Ramstetter says. \u201cIf we all believe it’s beneficial, let\u2019s take a step back to see how can we better tap into some of this time, preparing to do it well.\u201d <\/p>\n<\/div>\n


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