Not all fun and games: Disparities in school recess persist, and must be addressed

Thompson, Hannah; London, Rebecca A.

doi:10.1016/j.pmedr.2023.102301

Cited by 4 publications

(1 citation statement)

References 17 publications

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“…to uncover why consistent PA disparities by grade and sex exist. Within the community wellness landscape of settings, the structure of the school day, for instance, may be driving the grade-related drop in PA, as older children’s access to recess and physical education classes are often limited or nonexistent compared to opportunities for younger children ( 65 , 90 ). Thus, educators (e.g., school administrators and teachers) can play a critical role in improving child population health by finding ways to insert time devoted to PA (i.e., PA sessions) during the school day.…”

Section: Discussionmentioning

confidence: 99%

Sociodemographic influences on youth sport participation and physical activity among children living within concentrated Hispanic/Latino rural communities

Von Seggern,

Rogers,

Schenkelberg

et al. 2024

Front. Public Health

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IntroductionLack of physical activity (PA) among children living in rural communities is a documented public health problem. Although studies have examined community conditions defined by a rural–urban dichotomy, few have investigated rural community conditions with a concentration of Hispanic/Latino people. This cross-sectional study examined sociodemographic characteristics associated with youth sport (YS) participation and daily PA among children living within concentrated Hispanic/Latino rural U.S. Midwest communities.MethodsDuring spring 2022, 97% of 3rd–6th grade children (n = 281, aged approximately 8–12 years) attending school in rural Midwestern communities (n = 2) with >50% concentration of Hispanic students participated in the Wellscapes Project, a community randomized trial. Participants completed the Youth Activity Profile and supplemental National Survey of Children’s Health questions assessing PA behaviors and YS participation. Caregivers of a subsample of children (n = 215; males, n = 93; females, n = 122) consented to pair their child’s survey results with school enrollment records (e.g., free/reduced lunch status and race and ethnicity). Mixed models with community as a random effect examined main and interaction effects of grade, sex, ethnoracial status, and family income on YS participation and these sociodemographic characteristics and YS participation on daily moderate-to-vigorous PA (MVPA).ResultsApproximately half of children participated in YS. Non-Hispanic White children (n = 82) were over five times more likely to participate in YS than Hispanic peers (n = 133) (OR = 5.54, 95% CI = 2.64–11.61, p < 0.001). YS participants accumulated 8.3 ± 2.3 more minutes of daily MVPA than non-participants (p < 0.001). Sixth graders, females, and Hispanic children reported lower daily MVPA than comparison groups (p < 0.05). Significant interaction effects on daily MVPA between grade and ethnoracial status (F(3, 204) = 3.04, p = 0.030) were also found.DiscussionDisparities in sport participation and PA outcomes based on sociodemographic characteristics exist among children living in ethnoracially diverse rural communities. Strategies to promote YS participation, including community structural changes, may help reduce PA disparities. The research provides valuable insights for policymakers, public health professionals, and community members to address YS participation barriers, not limited to cost, while considering other PA-promotion efforts to improve child population health.

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Section: Discussionmentioning

confidence: 99%

Sociodemographic influences on youth sport participation and physical activity among children living within concentrated Hispanic/Latino rural communities

Von Seggern,

Rogers,

Schenkelberg

et al. 2024

Front. Public Health

View full text Add to dashboard Cite

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Creating Lasting Conditions for Meaningful Recess Reform: A 5‐School Exploration

London,

Alvarez,

Massey

et al. 2024

Journal of School Health

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BACKGROUNDWhen well implemented, recess is a critical part of the school day for children's healthy development. We explored the implementation of a recess improvement process in 5 elementary schools across 3 states.METHODSWe conducted a mixed‐methods implementation study in which we visited each school 3 times over 1 school year, collecting observational, interview, survey, and focus group data. Qualitative data were coded thematically and analyzed across schools. Quantitative data were tabulated and aggregated over time and across schools.RESULTSWe observed improvements in aspects of recess quality at each school, with three schools demonstrating the most progress. Quantitative data showed null effects in aggregate; however one school demonstrated significant improvements. Four criteria contributed to the quality and sustainability of recess reform: staff engagement, integration with other programs, student leadership, and recess communications.IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITYProgram implementation research often refers to “buy‐in” as a key ingredient to successful adoption. We provide a tool that helps to operationalize buy‐in in the recess context.CONCLUSIONSChanging the recess environment requires individual and institutional commitment to valuing recess as an important learning environment. School administrators must lead the change process and create institutional infrastructure to support success.

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Advocacy for Equitable Recess in Washington State

Tandon,

Westerlind,

McCleery

2024

Pediatrics

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Recess in schools is a critical opportunity for children to engage in important behaviors that can promote their health and well-being, and daily recess is recommended by the American Academy of Pediatrics and other national organizations. In Washington state, school recess is not equitably provided, with parents reporting a wide range from as little as 10 minutes to >45 minutes daily. State laws can help promote equitable and high-quality recess, but most states in the United States do not have recess laws. In 2023, a bill (Senate Bill 5257) mandating a minimum of 30 minutes of daily recess for all elementary students with provisions for other recess best practices (including not withholding recess as punishment and encouraging movement breaks for middle/high-schoolers) passed with bipartisan support in the Washington state Legislature and was signed into law. In this case study, we describe the process undertaken and lessons learned by the cross-sector coalition that spearheaded the advocacy efforts, which included pediatricians, parents, educators, community organizations, and youth.

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Not all fun and games: Disparities in school recess persist, and must be addressed

Cited by 4 publications

References 17 publications

Sociodemographic influences on youth sport participation and physical activity among children living within concentrated Hispanic/Latino rural communities

Sociodemographic influences on youth sport participation and physical activity among children living within concentrated Hispanic/Latino rural communities

Creating Lasting Conditions for Meaningful Recess Reform: A 5‐School Exploration

Advocacy for Equitable Recess in Washington State

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