Often considered unimportant, recess has disappeared at many schools, yet researchers at Stanford University found that “a high-quality recess program helps students feel more engaged, safer and positive about the school day” and brings “improvements in overall school climate.” These outcomes support the basic principle of physical and emotional safety, as delineated by Dr. David Aderhold, superintendent of the WW-P school district, in his Whole Child approach to education. Recess play also marks the beginning of teamwork, the first of Dr. Aderhold’s competencies for a 21st century education. What would it take for the WW-P schools to create a “high-quality” recess program?
Stanford researchers trained adults to stand throughout the playground and repeatedly engage in four skills: reinforce well-established rules for each activity, teach conflict-resolution tools (a majority of school discipline problems occur during recess and lunch hour), foster positive language (children giving compliments to other children) and emphasize inclusive behavior (children making certain no child is excluded). Why would the subtle change of simply putting a greater emphasis on these known skills be important in WW-P schools?
Over the last 20 years in my work as a psychologist, I have repeatedly heard some children express lack of interest, fear or strong dislike of recess. They are relieved when it is no longer required. During school observations, including those in the WW-P schools, I saw children playing happily, although I also witnessed boredom, isolation, teasing, cheating and physical threats (despite anti-bullying programs). Consequently, some children feel neither engaged nor safe. A high quality recess would provide relief to those children.
In addition to improved interpersonal skills, a broader range of activities would attract more student interest, such as mindfulness walking, arrangement of a multi-colored rock garden, insect searches, development of a garden for butterflies and numerous other activities rotated over the months. So that “recess coaches” are available across the playground, interested high school students, for their community service, could be trained to work with the supervising adults.
When children master four basic social skills (know game rules, resolve conflicts, give compliments and include everyone in activities), recess will be welcoming to all students, reduce stress and improve school climate. Teamwork will have a positive beginning—all without any changes to the school budget. High quality recess deserves consideration in the WW-P schools!
Tamerra Moeller
West Windsor
