Recess is back

Data confirms that a classroom break for physical activity can provide benefits.

Many of us can remember elementary school recesses where we worked through weighty issues with our classmates such as: Was that ball in or out? Some can recall the alliances formed on the dodge ball court that ultimately led to victory or defeat. Little did we know that we were learning about conflict resolution, leadership and friendship.

As programs such as No Child Left Behind led schools to focus on test scores, regular recess where students played tag, tether ball and other classic games disappeared from many schools. “We started leaving children on their behinds too much,” Kelley Sullivan, Alief Independent School District’s wellness coordinator told Chronicle reporter Maggie Gordon (“Taking Back Recess,” Page D1, Dec. 19).

Fortunately, the pendulum has started to swing back. Houston Independent School District, the largest district in the state, approved 30 minutes of recess — or 135 minutes per week — in 2012. Austin ISD adopted a similar districtwide mandate for the 2016-17 school year.

While allotting scheduled time for outdoor play is a good first step, often the bar for recess is too low. Recess can and should be more than an escape from the grind of academics. Several area districts including Alief ISD have led the way through efforts to reinvigorate their recess program. The Legislature, along with parents and educators, should take a hard look at the results of Alief’s program and others like it and consider ways to spread the benefits of meaningful recess statewide.

Five years ago, Alief hired the nonprofit Playworks to manage recess. When Playworks first came to Cumming Elementary School in Alief, many students didn’t know how to play classic games like jump rope, four square and tag. Coaches from Playworks taught children the games and then helped to supervise the play.

Today data confirms that recess can provide multiple benefits. When students come back into the classroom, “They’re more focused,” Sullivan told Gordon. Not only that, recess play provides valuable social and emotional benefits.

A recent study of Playworks data conducted by researchers at Stanford University found that teachers at Playworks schools reported 43 percent less bullying and exclusionary behavior than teachers at schools without the program. Additionally, 85 percent of staff members in Playworks schools say they see fewer conflicts from recess spilling into classroom time at their schools, and 88 percent say they spend less class time resolving conflicts.

Not all students enjoy playing group games. Some just want to swing toward the sky. Whatever the activity, the organized chaos of recess is serious business — a lowkey, fun way to help youth become successful adults.