School recess supports an array of academic, cognitive, behavior and emotional, physical health, and social well-being benefits Physical activity is linked to many physical and mental health benefits, however, physical activity rates among children and youth are declining. School recess is an important—yet often “underprioritized”—physical activity opportunity. This study is based on the understanding that “recess has the ability to transform into an intentional and valued curricular period.” To support schools in improving recess implementation, a greater understanding of the benefits of recess is needed. This systematic literature review was conducted to clarify the physical, cognitive, emotional and social benefits of recess.
Researchers systematically searched academic databases for studies published between 2009 and 2021 that examined the benefits of school recess. The search was limited to peer-reviewed articles written in English. Studies of recess in preschool, elementary, middle and high school were eligible for inclusion in the review. Literature reviews, meta analyses and studies that investigated specific recess interventions were excluded. Nine studies met these criteria and were included in the review. The majority of the reviewed studies were conducted in the U.S. and two studies were conducted in Europe (Spain and Finland). Most studies examined recess benefits at elementary schools, although one preschool study, two middle school studies, and one high school study were also included.
Synthesis of findings across the studies revealed that recess offers academic and cognitive benefits, behavioral and emotional benefits, physical health benefits, and social benefits. Academic achievement was examined by six studies. In general, physical activity during recess was found to neither benefit nor hinder academics. However, some studies reported significant improvements in self-regulation or sustained attention after recess, which likely indirectly support academic achievement. Additionally, one study reported that school-based physical activity (a combination of recess and physical education) was linked to improved reading outcomes. The same study also found that the relationship between reading outcomes and socioeconomic status was diminished by school-based physical activity, which helped to close the achievement gap between low and high socioeconomic status students. Behavioral and emotional benefits were reported by two studies which indicated improvements in attention and on-task behavior. Children who participated in more physical activity at recess demonstrated stronger self-regulating behaviors. Physical health benefits were documented by a longitudinal study that found that children who had 20 minutes of daily recess were significantly more likely to have healthier BMIs and that more weekly recess time was related to further decreases in BMI. One study that examined the social benefits of recess at 19 upper-elementary and middle schools suggested that recess provides opportunities for social well-being. A significant positive relationship was found between recess physical activity and peer relationships, relatedness to school, and school climate for fourth and fifth grade students. For students in seventh and eighth grade, a significant positive relationship was found between recess physical activity and peer relationships at school.
Findings call attention to the important academic, cognitive, behavior and emotional, physical health, and social well-being benefits supported by recess—which may result in more productive classroom time and improved school climate. Notably, some evidence suggests that recess might “help equalize the achievement gap between socioeconomic statuses.” While recess is clearly a valuable component of the school day, not all school districts have daily recess requirements. School policies are needed to ensure that all students have access to the benefits of recess and physical activity. The researchers encourage further research to improve understanding of recess policies, procedures and benefits at middle and high schools. The researchers also offer the following recommendations to guide recess implementation: 1) “Consider recess as a curricular period deserving of intentional planning and oversight;” 2) “Provide teachers and staff with professional development opportunities focused on recess in order to help standardize supervision and expectations as well as to ease anxieties or misunderstandings toward recess;” and 3) “Utilize the organic social-emotional student interactions that occur during recess as learning opportunities.”
The Bottom Line