Recess and children with disabilities: A mixed-methods pilot study

“It Is Just Too Fun to Explain”: A Qualitative Analysis of the Recess Project in Seven Lower-Socioeconomic Elementary Schools

“…Early social behaviors are predictive of later measures of mental health, stability, and life satisfaction (Umberson & Karas-Montez, 2010). The daily cumulative impact of recess experiences on children's mental health may be significant, particularly for children who are constantly rejected, isolated, or victimized due to limited or ineffective social skills (see McNamara et al, 2018b).…”

“…Moreover, they work collectively with staff to attend explicitly to children from vulnerable populations: children with disabilities or impairments, children of new immigrants, children with social limitations. Research indicates that typically marginalized groups experience more victimization and negative affect during recess and need more support (McNamara et al, 2018b;and broadly, Keating & Hertzman, 1999).…”

“…Recess is typically composed of mixed ages, different temperaments, various social skills, and personal circumstances resulting in diverse developmental needs and interests of the children (Doll, 2003;McNamara et al, 2018a;McNamara et al, 2018b;McNamara et al, 2015;McNamara et al, 2014;McNamara, 2013;). Providing a range of options gives them opportunities to rest or connect with likeminded peers while boosting engagement, enjoyment, and physical activity and reducing conflict and victimization (McNamara et al, 2014;Stellino, Sinclair, Partridge, McClary King, 2009;Verstaete, Cardon, DeClercq, DeBourdeau-dhuij, 2006;Pellegrini et al, 2005a).…”

The Influence of a Recess Intervention on Children’s Sense of Belonging and Enjoyment

“…Each child comes to the school environment with a unique set of experiences, skills and attributes. While some children appear to enjoy recess, others appear to require more support in navigating the setting (McNamara, Lodewyk, & Franklin, 2018;McNamara, Lakman, Spadafora, Lodewyk, & Walker, 2018). Thus The Recess Project was designed to improve the range as well the quality of play opportunities on offer to children.…”

“…It is well documented, for instance, that supportive friendships, collaborative play, and feelings of social connectedness positively affect mental health, health behaviour and physical health outcomes throughout the lifespan (Berkman & Glass, 2000). Despite the potential benefits of recess as an opportunity for stress relief and social play, some research indicates that it can sometimes be a time of the school day that is overlooked, unsupported, and challenged by troublesome social patterns such as conflict, exclusion, rejection, bullying and victimization (Doll, Murphy, & Song, 2003;Craig, Pepler, & Atlas, 2000;London, Westrich, Stokes-Guinan, & McLaughlin, 2015;McNamara, Lodewyk, & Franklin, 2018;McNamara, Lakman, Spadafora, Lodewyk, & Walker, 2018;McNamara et al, 2015;McNamara et al, 2014;McNamara, 2013;Vallaincourt, et al, 2010;Craig & Pepler, 1997).…”