School recess and pandemic recovery efforts: ensuring a climate that supports positive social connection and meaningful play

Abstract

As Canada’s schools reopen, attention to healing the school community is essential. Given the considerable stressors of the COVID-19 pandemic, it is unsurprising that recent studies find Canadian children’s mental health in decline. As social connection is tightly entwined with children’s mental health, supporting school-based spaces for quality social interactions and play will be an important postpandemic recovery strategy. Children will need opportunities to re-establish positive social connections at school, and informal spaces such as recess and lunch are an ideal time to afford these opportunities. Yet many schoolyards have long been challenged by social conflict that can interfere with children’s need to connect with peers. Therefore, efforts should be directed not only at mitigating the effects of social harm, but also toward ensuring social and physical landscapes that are meaningful, inclusive, and engaging for children and adolescents of all ages. Recommendations for postpandemic recovery are provided.

What the COVID-19 pandemic has taught us about teachers and teaching

“…5. Expand outdoor and nature-based teaching and learning opportunities that improve learning and enhance young people's well-being (see also McNamara 2021). Shift some of the balance of resources and support from digitally based to nature-based innovation and improvement.…”

The Benefits of School Recess: A Systematic Review *

“…These improvements are positively correlated with relatedness to school and school climate suggesting that recess improves the wellbeing of the entire school community. In order to benefit our students, recess needs to be reintroduced or implemented into schools, especially as the COVID‐19 pandemic becomes more contained and students return to the classroom regularly 26,27 …”

“…In order to benefit our students, recess needs to be reintroduced or implemented into schools, especially as the COVID-19 pandemic becomes more contained and students return to the classroom regularly. 26,27 Although there is much literature surrounding the benefits of recess, research addressing recess in the secondary setting is limited. Better understanding recess at the secondary level includes examining school policies, investigating school recess procedures, and researching recess benefits.…”

Szkoła a pandemia

“…111-127) . Ten rodzaj zarządzania kryzysowego wymaga obecności modelu opiekuńczego przywództwa jako pozytywnego narzędzia, które pozwala liderowi być bardziej wrażliwym w rozpoznawaniu i reagowaniu na strukturalne słabości instytucji edukacyjnej (McNamara, 2021(McNamara, , s . 1814(McNamara, -1830 .…”