Recess quality, not just the amount of time spent away from the classroom, plays a major role in whether children experience the full physical, mental and social-emotional benefits of recess, a new study has found.

«Not all recess is created equal,» said William Massey, study author and an assistant professor in OSU’s College of Public Health and Human Sciences. With schools returning to full-time in-person classes this fall, he said, «Now is a good time to rethink, ‘How do we create schools that are more child-friendly?’ I think ensuring quality access to play time and space during the school day is a way we can do that.»

Massey’s study, published this week in the Journal of School Health, involved in-person observation of third- and fifth-grade students at 25 schools across five states during the 2018-19 school year. The schools covered a wide range of socioeconomic status and racial and ethnic diversity.

Researchers measured recess quality on a number of factors, including whether the schoolyard offered physical and environmental safety; whether kids had opportunities to play and had the requisite space and equipment; whether there were opportunities for inclusion; and if they had diverse options for play.

A safe space with basic playground equipment might seem like a given, but that’s not always the case, Massey said.

«I’ve been on playgrounds where the kids go outside, and it’s a parking lot with high fences, no play structure, no balls, no jump-ropes, no chalk — they’re literally outside, and there’s nothing to do,» he said. He has also seen large holes from construction, broken glass, used condoms and needles in play spaces.

Story Source:
Materials provided by Oregon State University. Original written by Molly Rosbach. Note: Content may be edited for style and length.