What Do We Know about Breaktime? Results from a National Survey of Breaktime and Lunchtime in Primary and Secondary Schools[1]

Abstract

AbstractAlmost every school has a morning break and a lunchbreak, and sometimes an afternoon break. Breaktimes are often seen as a problem, and there are signs that time allocated to them is being reduced and more closely supervised. Research suggests, however, that breaktimes may have a social value for pupils, not easily recognised by staff. Information on even basic characteristics of breaktimes, such as their duration and supervision arrangements, was lacking and so a national survey, examining the current situation and changes over the past 5 years, was conducted. The sample comprised 1245 primary and 300 secondary schools, which represents 6% of schools in England. The response rate was 61%. Results showed a tendency for changes to involve a reduction in the lunchbreak and abolition of the afternoon break. Staff reasons given for this were demands of teaching and behavioural problems. At primary level, lunchtime supervision was largely in the hands of ancillary staff but teachers had concerns about supervision provided at breaktime. Results are discussed in the context of current developments in education and it is argued that the possible value of breaktime to pupils needs to be considered more seriously.