Abstract
School climate has long been understood to influence student success, yet the social climate and playspace of recess is often overlooked in overall school improvement efforts. The Recess Project is a collaborative action research project that aims to improve the social climate of recess through fostering a sense of belonging and enjoyment. We report a mixed-methods exploratory evaluation of the project based on survey data from 784 students in grades 4-8. Quantitative analysis compared scores for belonging and enjoyment between children who attended Recess Project (RP) schools and those who did not NRP. The RP group reported more enjoyment than the NRP group, while sense of belonging was not significantly different between groups. Belonging and positive affect were positively associated with enjoyment scores in both groups, however, these associations were stronger in the RP group. Qualitative analyses revealed children enjoyed recess for the opportunity to socialise and to have autonomy over their activities. Children who did not enjoy recess reported boredom, bad weather and experiences of victimisation. We discuss the implications for future work on improving the quality of the social climate of recess.
Highlights
The unrealized potential of recess Previous research defines recess as a “form of a break from academic work in which children are free to choose and engage in an activity on their own terms” (Pellegrini & Bjorklund, 1997. p. 35)
Participants were split into two samples with seven schools experiencing the Recess Project (RP, n = 418) and seven schools not involved in The Recess Project (NRP, n = 325)
Belonging and positive affect were positively associated with enjoyment scores in both groups, though these associations were stronger in the RP group
Summary
The unrealized potential of recess Previous research defines recess as a “form of a break (either indoor or outdoor) from academic work in which children are free to choose and engage in an activity on their own terms” (Pellegrini & Bjorklund, 1997. p. 35). These periodic breaks from class instruction are thought to relieve stress so that children return to class refreshed and ready to learn, resulting in stronger academic performances (Dills, Morgan, & Rotthoff, 2011). These breaks are thought to be a necessary time for children to socialize and engage in collaborative play, providing them with opportunity to develop and refine their social skills (Center for Disease Control, 2010; Gibson, Hussain, Holsgrove, Adams, & Green, 2011; McNamara, Colley, & Franklin, 2015; McNamara, Vantaaja, Dunseith, & Franklin, 2014; Pellegrini, Blatchford, Kato, & Baines, 2004). Despite the potential benefits of recess as an opportunity for stress relief and social play, some research indicates that it can sometimes be a time of the school day that is overlooked, unsupported, and challenged by troublesome social patterns such as conflict, exclusion, rejection, bullying and victimization (Doll, Murphy, & Song, 2003; Craig, Pepler, & Atlas, 2000; London, Westrich, Stokes-Guinan, & McLaughlin, 2015; McNamara, Lodewyk, & Franklin, 2018; McNamara & Walker, 2018; McNamara, Lakman, Spadafora, Lodewyk, & Walker, 2018; McNamara et al, 2015; McNamara et al, 2014; McNamara, 2013; Vallaincourt, et al, 2010; Craig & Pepler, 1997)
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