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Journal Article

Citation

London RA, Westrich L, Stokes-Guinan K, McLaughlin M. J. Sch. Health 2015; 85(1): 53-60.

Affiliation

Education Department, Center for Collaborative Research for an Equitable California, University of California, Santa Cruz, 1156 High Street, Santa Cruz, CA 95064.

Copyright

(Copyright © 2015, American School Health Association, Publisher John Wiley and Sons)

DOI

10.1111/josh.12216

PMID

25440453

Abstract

BACKGROUND: Recess is a part of the elementary school day with strong implications for school climate. Positive school climate has been linked to a host of favorable student outcomes, from attendance to achievement. We examine 6 low-income elementary schools' experiences implementing a recess-based program designed to provide safe, healthy, and inclusive play to study how improving recess functioning can affect school climate.

METHODS: Data from teacher, principal, and recess coach interviews; student focus groups; recess observations; and a teacher survey are triangulated to understand the ways that recess changed during implementation. Comparing schools that achieved higher- and lower-functioning recesses, we link recess functioning with school climate.

RESULTS: Recess improved in all schools, but 4 of the 6 achieved a higher-functioning recess. In these schools, teachers and principals agreed that by the end of the year, recess offered opportunities for student engagement, conflict resolution, pro-social skill development, and emotional and physical safety. Respondents in these four schools linked these changes to improved overall school climate.

CONCLUSIONS: Recess is an important part of the school day for contributing to school climate. Creating a positive recess climate helps students to be engaged in meaningful play and return to class ready to learn.


Language: en

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