Study Shows Recess is Essential to Increasing Academic Achievement

March 19, 2010 – A new report published by the Robert Wood Johnson Foundation describes findings from a survey of nationwide elementary school principals.  The survey revealed that principals overwhelmingly believe recess has a positive impact not only on the development of students’ social skills, but also on achievement and learning.

The study, conducted by Gallup, surveyed a sample of 1,951 principals, and deputy, vice or assistant principals provided by the National Association of Elementary School Principals, and reflects a balance of urban, suburban and rural schools as well as schools of different income levels. 

A growing body of research is showing that physical activity and play are essential to the social, emotional and physical development of children.  Nevertheless, recent data reveal that up to 40 percent of U.S. school districts have reduced or eliminated recess to allocate time for core academics, and one in four elementary schools no longer provides recess to all grades.  Several studies show that cutting recess actually has a negative effect on academics and recent studies are showing that children who have more recess time behave better in the classroom and are likelier to learn more.  In addition, Playworks, an organization that promotes the importance of play, has survey data indicating that teachers can reclaim up to 18 minutes of learning time per day through recess.

According to RWJF, the rationale for exploring principals’ attitudes and experience with recess came from the premise that principals are the most capable of evaluating the role that recess plays in the school day and estimating its true value.

Key survey findings include, among others: 

• More than eight in ten principals report that recess has a positive impact on academic achievement;
• Two-thirds of principals report that students listen better after recess and are more focused in class; and 
• An overwhelming majority of principals conclude that recess has a positive impact on social development and on general well-being.

Despite these findings, one in five principals indicate that annual yearly progress (AYP) testing requirements have led to a decrease in recess minutes at their school.  Also, a solid majority of principals report taking recess away as punishment for bad behavior.  In addition, the survey found that recess is the time of day when schools face the biggest behavior management challenges and that schools are looking for help with recess.  When asked what would improve recess at their schools, principals cited an increase in the number of staff to monitor recess, better equipment, and playground management training. 

Report recommendations include that 1) education policymakers at all levels take play seriously; 2) schools enhance recess to improve learning and school climate; and 3) improve recess by the way it is staffed. 

In August of 2008, NSBA’s Center for Public Education released an analysis of recess in schools which provides relevant data and a different perspective into the issue. 

To learn more about ways to increase and improve recess and play, visit the Playworks website. 

Source: “The State of Play,” Gallup Survey of Principals on School Recess, RWJF, February 2010; and Maternal and Child Health Library at Georgetown University website.