Seattle Public Schools Policy Brief: Recess (5-1-15)

Problem Statement There are considerable disparities in recess K-5 across Seattle Public Schools. Schools serving children with highest diversity, lowest incomes offer less recess time then schools with less diverse, higher income students. The amount of time provided for recess also varies considerably among individual schools and is on the decline1. Current obstacles to adequate recess, as stated by principals and SPS leaders, include: • Not enough time for recess due to demands for increased core academic instruction time. • Inadequate staffing available for recess supervision. • Too much fighting and problem behaviors during recess. • Multiple recesses add too many transitions to the day.

Background In the spring of 2015, a Recess sub-committee of the Physical Education, Physical Activity and Nutrition Education Task Force was convened to analyze the issue of recess in Seattle Public Schools. The committee consisted of parents, former and current PE teachers, an elementary principal from a high poverty school, and community members. The Committee met between March and May 2015 to review best practice, consider barriers and develop recommendations for the Superintendent. The committee work was informed by a draft recess policy developed in 2006 by the Seattle Public Schools Fitness Committee. The following report summarizes the research supporting the need for recess and includes recommendations of the Recess sub-committee.

Why recess matters: Recess, while distinct from physical education, is an essential component of the total educational experience for elementary aged children. Recess is defined as “regularly scheduled periods during the school day in which students are given time for free play or relaxation. In doing so, students have the opportunity for physical activity, socialization and reflection”2. According to Washington State RCW 28A.150.205 recess is counted as instructional time. Recess provides children: • A needed break from rigorous academics. • Time to practice critical life skills. • The opportunity for physical activity. Because of the many benefits associated with recess time, the National Association of Elementary School Principals (NAESP), the National Association of the Education of Young Children, the American Association for the Child’s Right to Play, and the American Academy of Pediatrics has identified recess as an essential component of the school day.3 4 Additionally, both the Center for Disease Prevention and Control and SHAPE America recognize recess as a critical piece of a Comprehensive Physical Activity Program (CSPAP).5

Improvements to Learning: Recess provides children with a break from the day’s routine. In experimental studies, researchers have found that memory and attention are improved when learning is delivered in chunks rather than presented all at once.6 More recent studies further demonstrate that when children’s exercise and fitness needs are met, they have the cognitive energy to learn and achieve.7 The recess period serves a positive purpose in elementary school curriculum. Children (particularly boys) are more attentive after recess than they are before recess periods, and children are less attentive when there are longer periods before recess.8 Evidence shows that in addition to the scheduled periods of free play and relaxation, a 10-minute break from instruction each hour benefits academic achievement.

Support for Social Development Recess provides time for children to practice the skills that are critical to positive social development, such as unstructured interaction with peers, the development of social skills and self-confidence, negotiating rules for play, and recognizing and understanding the needs and emotions of others. Observers have pointed out that recess may be the only opportunity for some children to engage in social interactions with other children, particularly when the classroom environment does not allow for such interactions.9 Recess offers adults the opportunity to observe strengths and deficits in social behaviors, as well as children’s leadership skills.10 Numerous studies and field

Page 1 of 4 Seattle Public Schools Policy Brief: Recess (5-1-15) experiments have documented the importance of children’s peer relations in their initial adjustment to elementary school.11 Improvements to Physical and Mental Health: Lack of physical activity is an important barrier to learning that many students in Seattle Public Schools face12. In Seattle Schools, 66% of 6th graders and 75% of 8th grades are not receiving the recommended 60 minutes of physical activity a day and 20% of 8th graders are currently overweight or obese13 Overweight and obese children are more likely to have risk factors for serious health conditions such as diabetes and cardiovascular disease. There are significant disparities in the rates of obesity and overweight with higher rates occurring among children who are racial and ethnic minorities and of low socioeconomic status14 Physical activity is a necessary component of reducing obesity.15 Among children and adolescents, physical activity is also associated with high self-esteem, low levels of anxiety, and improved concentration.16 17 Physical activity habits developed early in life are likely to continue into adulthood. There is also a growing body of literature supporting the importance of outdoor play to support both physical and mental health.18

SHARED VALUE Seattle Public Schools understands the importance of recess, its contribution to a positive academic culture, and its positive impact upon the physical, developmental, social, emotional, health and well-being of elementary youth. Furthermore, recess is instructional time and should not be sacrificed other academic subjects. Kids cannot excel academically without the break that recess provides19. All students K-5 in SPS benefit from recess, in particular those students most impacted by income and racial disparities. Seattle Public Schools serves an extremely diverse racial, ethnic, and socioeconomic population. Many of these students are at are at high-risk for physical inactivity and its long-term health effects due to barriers such as safety in their communities, lack of transportation, and lack of financial resources to participate in extracurricular clubs or organizations. Schools in Seattle Public Schools should provide a wide range of accessible, safe, and affordable opportunities for all their students to be physically active, regardless of race, socioeconomic status, and gender.

Because of the benefits of recess, the Recess Sub Committee recommends that the best way for the district to ensure equity for recess for all children is through a comprehensive recess policy, procedures and support for implementation of that policy.

The policy and procedures should address the following best practices in recess: o Equity: Every child in every school will have the opportunity for the same minimum time and high quality of recess across the district. o Adequate Time: Recess will be offered at least twice a day for 15 minutes per recess for a total minimum daily time of 30 minutes per day K-5. Recess is to be scheduled at regularly intervals. o Recess is Valued: Seattle Public Schools protects, prioritizes and supports recess as integral to achieving academic and social/emotional learning goals. o Structured Space: Schools structure the recess yard and offer structured activities. However students should always be allowed to choose whether or not to participate in those activities. o Lunch and Recess: It is recommended that recess is offered before lunch and that recess and lunch will be scheduled as separate events so there is no combined lunch and recess time. o Loss of Recess: Recess will not be denied to students for academic, behavior, or discipline issues. Alternate recess plans can be made when it is in the best interest of the child. In the case of poor weather, indoor recess will be offered. o Staffing/Training: It is recommended that recess is staffed at 1:30 by a combination of paid and volunteer monitors. Monitors shall receive at a minimum yearly training on how to establish a positive recess culture, manage transitions, support play and mitigate conflicts during recess between children. o Physical Environment: Adequate space that is inviting and inspiring for play, supplies and equipment will be provided for recess.

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OPTIONS Fiscal Impact & Options Pros & Cons of Each Revenue Source 1. No action Pros: 1) No change in schedule. 2) No training/costs required.

Cons: 1) Continues inequity in recess for children affected the most by poor health and educational outcomes. 2) Out of compliance with current educational research and best practice. 3) Less attentive children. 4) Conflicts with students voiced needs and family/parent priorities. 2. Adoption and Pros: Costs: Implementation 1) Eliminates disparity in access to recess among schools. Training staff in: of Recess Policy- 2 2) Supports best practice in both education and children’s health. Best practice for Recess (15 ) minutes 3) Guides schools toward evidence-based practices (Peaceful Playgrounds, recesses K-5. 4) Aligns with students voiced needs and family/parent groups Playworks, etc)* priorities. First Aid & CPR 5) Addresses SPS Core Mission, Vision and Core Beliefs, as well as Cost of maintaining all three Strategic Plan Goals. recess facilities (already required) Cons: Re-configuring some 1) Some schools who have reduced or cancelled recess will need elementary school to re-start it. schedules 2) May encounter resistance from schools not following best Cost of paying for hourly practices. recess supervisors OR 3) Current staffing model does not provide enough supervision. assigning teachers these 4. Will need to adjust schedules to accommodate increased time duties for recess. NOTE: According to Washington State RCW 28A.150.205 recess is considered instructional time. *Through grant funding

ACTIONS: 1) Adoption of a Recess Policy in the fall 2015-16 school year. 2) Creation of “Recess Implementation Task Force” to develop a 3 year implementation plan, secure funding, monitor, evaluate and report out on progress of the implementation of the policy on bi-yearly basis. 3) Creation of separate committee to develop recommendations for Middle and High School recess/breaks

Authors: Carolyn Kramer, MPH (PE/PA/NE Subcommittee of the SPS Wellness Task Force Chair, Consultant, Whole Schools), Vicki Summerquist (Parent, UW MPH Candidate)

Contributors: PE/PA/NE Subcommittee of the SPS Wellness Task Force (selected members): Lori Dunn (PE/Health Literacy Manager, Seattle Public Schools), Liz Fleck (PE Teacher, McDonald School), Ken Turner (Seattle Parks and Recreation, PhD Candidate, Parent). Advisors: Katie May (Principal- Thurgood Marshall); David Posner, (Retired Teacher, Seattle Public Schools, current substitute Teacher, member of Recess and Lunch Matter Coalition), Jana Robbins (Parent, member of Recess and Lunch Matter Coalition, Pre-School Teacher, Outdoor Educator

Initial date prepared/revised: May 1, 2015

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ENDNOTES:

1 Recess Shrinks at Seattle Schools; Poor Schools Fair Worse, KUOW, May 14, 2014, as found at http://kuow.org/post/recess- shrinks-seattle-schools-poor-schools-fare-worst 2 As defined by Seattle Public Schools Recess Sub Committee of the PE/PA/NE Wellness Taskforces, April 20, 2015. 3 National Association for Sport and Physical Education. Recess in elementary schools: a position paper of the Council on Physical Education for Children and the National Association for Sport and Physical Education. 2001. 4 Murray, Robert, Ramstetter, Catherine The Crucial Role of Recess in School; Policy Statement from the American Pediatric Association. Pediatrics Vol. 131 No1 January1 2013:183-188. http://pediatrics.aappublications.org/content/131/1/183.full 5 www.cdc.gov/HealthyYouth 6 Mahar, MT Impact of short bouts of physical activity on attention-to-task in elementary school children. Preventative Med. 2011 Jun;52 Suppl1:S60-4 7 Coe DP, Pivarnik JM, Womack CJ, Reeves MJ, Malina RM. Effect of physical education and activity levels on academic achievement in children. Med Sci Sports Exerc. 2006;38(8):1515-9. 8 Pellegrini AD & Bohn CM. The role of recess in children’s cognitive performance and school adjustment. Educational Researcher. 2005. Retrieved February 12, 2007 from http://www.aera.net/publications 9 Jarrett OS. Recess in elementary school: what does the research say? ERIC Digest. Retrieved February 12, 2007 from http://www.ericdigests.org/2003-2/recess.html 10 Hartle L, Campbell J, Becker A, et al. Outdoor play: a window on social-cognitive development. Dimensions of Early Childhood. 1994;23(1):27-31. 11 Pellegrini AD, Kato K, Blatchford P & Baines E. A short-term longitudinal study of children’s playground games across the first year of school: implications for social competence and adjustment to school. American Educational Research Journal. 2002;39:991-1015 12 Basch, Charles E. "Healthier students are better learners: A missing link in school reforms to close the achievement gap." (2010). 13 2014 Healthy Youth Survey, Seattle Public Schools, as found at http://www.seattleschools.org/modules/cms/pages.phtml?pageid=232616 14 http://www.cdc.gov/healthyyouth/obesity/facts.htm 15 It is important to note that obesity and the diseases association with obesity is a result of complex factors with no one solution. However, there is research indicating that increasing physical activity is a common first step in addressing most illnesses. 16 Parfitt G, Eston RG. The relationship between children’s habitual activity level and psychological well-being. Acta Paediatr. 2005;94(12):1791-7. 17 Caterino MC, Polak ED. Effects of two types of activity on the performance of second-, third-, and fourth-grade students on a test of concentration. Percept Mot Skills. 1999;89(1):245-8. 18 Using Nature and Outdoor Activity to Improve Children's Health, Leyla E. McCurdy, MPhil, Kate E. Winterbottom, MPH, Suril S. Mehta, MPH, James R. Roberts, MD, MPH, Current Problems in Pediatric and Adolescent Health Care, Volume 40, Issue 5, May 2010, Pages 102–117Using Nature and Outdoor Activity to Improve Children's Health 19 Washington State RCW 28A.150.205

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