Background: A majority of research findings have focused on recess as instrumental to achieving minutes of physical activity rather than focusing on the psycho-social benefits associated with a high-quality recess environment. The purpose of the current study was to examine the relationship between recess quality and teacher-reported social, emotional, and behavioral outcomes in children.
Methods: Data were collected from 26 schools in 4 different regions of the United States. Teachers (N = 113) completed behavioral assessments for randomly selected children in their classrooms (N = 352). Data assessors conducted live observations of recess using the Great Recess Framework-Observational Tool. A series of 2-level regression models were fit in Mplus v. 8.2 to assess how recess quality was associated with indicators of children's social, emotional, and behavioral health.
Results: Recess quality significantly predicted executive functioning problems (b = -.360, p = .021), resilience (b = .369, p = .016), emotional self-control (b = -.367, p = .016), and a composite of adaptive classroom behaviors (b = .321, p = .030).
Conclusion: Results of the present study demonstrate that recess quality impacts child developmental outcomes. Schools should ensure there is adequate training and resources to facilitate a positive and meaningful recess for students.
Keywords: child development; play; recess; school health; social-emotional health.
© 2021 American School Health Association.