A Qualitative Study of Teachers’ Perceptions of Increased Recess Time on Teaching, Learning, and Behavior

Recess in the United States is decidedly limited in elementary schools, despite numerous research findings that support unstructured play as a vehicle for development across multiple domains. It is widely understood that recess breaks promote prosocial behaviors, physical activity, and attentiveness in class. However, few researchers in the United States have explored effects of multiple daily recess periods on teaching, learning, and behavior. In this investigation, we report findings from interviews with 17 teachers who provide four recess periods daily. We describe the LiiNK Project, inspired by European approaches that provide recess breaks throughout each school day. Findings from this study extend existing knowledge about benefits of recess by providing teacher accounts about how multiple recess periods affect students cognitively, socially, and emotionally. Furthermore, this research makes a new contribution to the literature by reporting how teachers maximize instructional time while increasing daily recess from 15 to 60 min. Implications for school leaders and teachers are shared.