Children show improved attention, working memory, and mood after physical activity/recess. In fact, a recent report from the CDC, which analyzed many studies looking at the relationship between physical activity and classroom performance, found that recess and physical education contributed positively to the academic and behavioral performance of students—that is that ‘acting out’ behavior is less frequent for those children who go to recess. 

So if recess helps so much, then why is it often the first thing taken away (or even partially taken away) from children for disruptive behavior? The short answer is that it is a misguided, dated, and empirically unsupported attempt at motivating positive behaviors. That said, we do not want to send the message that teachers are solely to blame as many times administrators are endorsing such methods. Dealing with challenging behaviors can be exhausting for teachers who work long hours; additionally, teachers often lack support in responding to disruptive behaviors.

Another tactic often used is withholding recess (or partially withholding) and requiring students to walk laps instead. While walking laps gives children an opportunity to engage in physical activity, it makes that activity a negative, rather than a positive, experience. Using physical activity as a punishment, such as waking laps, is a form of corporal punishment—under which Texas law allows parents/guardians to opt-out (must be written and signed) (Texas Education Code Sec. 37.0011). There is a plethora of research that demonstrates how ineffective and downright harmful the use of corporal punishment is for children. 

Amid tedious, structured school days which are filled with intense academic demands, recess serves as an essential outlet and break for kids. Withholding such an outlet can, and often does, exacerbate misbehavior. 

If you find your child is being asked to sit out at recess, we recommend that you consider setting up a parent-teacher conference to discuss what is occurring. During this meeting, we recommend advocating for your child’s needs and requesting alternative (and more empirically supported) methods of intervention for motivating positive behavior change. Some examples you might advocate for include: 

If you find your child is being asked to sit out at recess, we recommend that you consider setting up a parent-teacher conference to discuss what is occurring. During this meeting, we recommend advocating for your child’s needs and requesting alternative (and more empirically supported) methods of intervention for motivating positive behavior change. Some examples you might advocate for include: 

• Advocate for the school/class to adopt the Conscious Discipline program; this program is an empirically supported classroom management system and social-emotional curriculum—it’s perfect for helping children manage their big emotions in a positive and healthy way.
• Reward-based systems, such as an extra five minutes of recess time for timely work completion (consider having students who have earned the extra time head to recess early rather than having to engage in possible power struggles with trying to call in students who did not earn the extra time).
• Front-load physical activity: Give children lots of time for physical movement—build in dance breaks, have children run small errands around the room, or take the long way back to the classroom. 
• Offer positive feedback and “catch” students following the rules.
• If off-task behavior is the issue that interferes with assignment completion, consider having a space in the classroom that has limited distractions, and/or children can use noise-cancelling headphones to help with focus. 

If your child’s teacher is not receptive to your suggestions, you might consider getting a doctor’s note stating that your child must have recess each day. Certainly, if your child has special education or 504 accommodations for a learning difference or disability there are several provisions under the laws that you might find helpful in advocating for your child’s need for recess. You can include the requirement for recess being necessary and not to be withheld as a part of your child’s education plan, especially given that it helps kids learn as evidenced by research. Further, students with disabilities (such as ADHD) must be given equal access to school activities/programs. Excluding students from recess for behavior relating to ADHD (or other identified conditions) arguably is a form of discrimination — ultimately meaning that your child is being punished for their disability. This is a no-no and schools can be held liable for such discriminatory acts. 

If you find yourself in need of school advocacy support and/or counseling intervention for you and/or your child we would be happy to help. To get started, reach out for a free initial phone consultation at 469-640-0846 or through our Contact Us form.

If you are a teacher and have come across this blog in search of more effective classroom management strategies, we would be happy to support you as well! In addition to our consultations services we also provide teacher training.  Contact Us for more information!