Students in lower-income communities tend to have less daily recess and are at greater risk of having recess withheldSeveral national organizations, including the Centers for Disease Control and Prevention (CDC) and SHAPE America (Society for Health And Physical Educators), recommend that elementary school students have 20 minutes of recess every day. Given the rising rates of obesity and mental health concerns among children in the US, school recess offers a feasible approach for improving health and reducing health disparities. However, schools face many competing demands, and recess is not guaranteed in all schools. This research summary explores the important benefits of school recess documented in the literature and calls attention to a “growing shift toward reducing or reallocating recess time in school.” The article also highlights the importance of equitable access to recess and reveals disparities in recess policy and implementation.
The existing literature documents the physical, emotional, social, and cognitive benefits of outdoor recess. Recess helps children achieve daily recommended physical activity levels, which can improve health and reduce the risk of obesity. Children’s relationships with peers and social well-being are enriched through recess. Recess can also improve cognitive functioning, behavior, and emotional well-being, which can support classroom learning. Research also indicates that “recess experiences differ by the income of the communities schools serve, which may contribute to disparities surrounding the health benefits of recess.” Students attending schools in lower-income communities tend to have less daily recess than students in higher-income communities and are at greater risk of having recess withheld for poor behavior or academic performance. Withholding recess reduces physical activity and increases sedentary behavior, limits social interaction, and may contribute to poor mental health. Further, because recess offers cognitive and learning benefits, withholding recess may disproportionately impact the academic outcomes of children living in lower-income communities and widen achievement gaps.
To reduce recess inequities, the article argues that legislation is needed in every state to require at least 20 minutes of daily recess that cannot be withheld for academic or disciplinary reasons for all elementary school students. Such legislation would help to ensure that all children have opportunities for daily physical activity and social interaction as well as the other benefits of recess. Required recess may also help to address the achievement gap between lower and higher socioeconomic status students. The authors encourage school community members to advocate for state-level legislation that ensures children’s equitable access to daily school recess.
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