@article{ref1,
title="Playing fair: the contribution of high-functioning recess to overall school climate in low-income elementary schools",
journal="Journal of school health",
year="2015",
author="London, Rebecca A. and Westrich, Lisa and Stokes-Guinan, Katie and McLaughlin, Milbrey",
volume="85",
number="1",
pages="53-60",
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. <br><br>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. <br><br>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. <br><br>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.<p /> <p>Language: en</p>",
language="en",
issn="0022-4391",
doi="10.1111/josh.12216",
url="http://dx.doi.org/10.1111/josh.12216"
}