School recess, social connectedness and health: a Canadian perspective

Abstract

Children need opportunities to establish positive social connections at school, yet many school playgrounds are challenged by social conflict that can undermine these connections. When children's social needs go unmet, the resultant feelings of loneliness, isolation and self-doubt can cumulatively lead to mental and physical illness. Because recess is typically the only time during the school day that children are free to socialize and play, we propose a more thoughtful way of thinking about it: from the lens of belongingness. Schools are, historically, designed for instruction. We argue, however, that we need to attend to children's social needs at school. We highlight current research from social neuroscience, belonging and social connectedness in order to delineate the pathways between daily school recess and developmental health trajectories. We then consolidate an array of research on play, social interaction and school change to suggest four areas that could benefit from consideration in research, practice and policy: (i) the culture of recess, (ii) the importance of healthy role models on the playground, (iii) the necessity of activities, options and variety during recess and (iv) the significance of space and spatial layout (indoor and outdoor). We bridge our discussion with the conception of health as described in the Ottawa Charter and emphasize the need to build alliances across sectors to assist schools in their efforts to support children's overall health needs.

The Association of Rural Elementary School Environmental Characteristics with Children’s Physical Activity Levels at School

“…Other evidence shows that structured recess in preschool settings also translates to greater PA compared to free play (25,26). Social scientists argue that many children are inhibited to play freely if recess feels unsafe and adding structure can lead to greater activity, particularly among vulnerable children (27). It is apparent that more research is needed to understand the influence of structured versus unstructured recess on PA in rural elementary school settings.…”

Are inequalities produced through the differential access to play opportunities at school? A call to level the playing field

“…10,11 For instance, addressing reductions in recess-time in American schools, Ramstetter, Murray and Garner 12 conducted a comprehensive review of studies examining the role of recess for children. The authors suggest, perhaps unsurprisingly, that recess is important especially for promoting opportunities for child physical activity, however they also emphasise that beyond physical health, "recess has the potential to affect the whole child -offering academic, cognitive, emotional, physical, and social benefits".…”

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

“…These periodic breaks from class instruction are thought to relieve stress so that children return to class refreshed and ready to learn, resulting in stronger academic performances (Dills, Morgan, & Rotthoff, 2011). These breaks are also thought to be a necessary time for children to socialize and engage in collaborative play, providing them with opportunity to develop and refine their social skills (Center for Disease Control, 2010; Gibson, Hussain, Holsgrove, Adams, & Green, 2011;McNamara, Colley, & Franklin, 2015;McNamara, Vantaaja, Dunseith, & Franklin, 2014;Pellegrini, Blatchford, Kato, & Baines, 2004).…”

“…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).…”

“…Too often, recess is seen as an inconvenience or irrelevance rather than a rich and playful social learning opportunity. McNamara, Colley, and Franklin (2015) analyzed the existing literature on recess and found that many of the challenges that children experience are triggered by an array of factors such as minimal supervision, crowded spaces, restricted equipment, and few activity options. Furthermore, safety concerns and fears of injury often manifest in overly strict rules and prohibitions on school playgrounds to such a degree that they inhibit opportunities for physically active play, creativity and enjoyment .…”