TY  - JOUR
PY  - 2023//
TI  - Prevalence of recess and supportive practices at a nationwide sample of public elementary schools in the United States
JO  - Journal of school health
A1  - Tsai, Marisa M.
A1  - Olarte, Deborah A.
A1  - Hager, Erin R.
A1  - Cohen, Juliana F. W.
A1  - Turner, Lindsey
SP  - ePub
EP  - ePub
VL  - ePub
IS  - ePub
N2  - BACKGROUND: Recess provides an important opportunity for children to be physically active during weekdays. Updated, nationally representative, prevalence estimates of elementary school recess practices in the United States are needed. <br><br>METHODS: Surveys were sent to a nationally representative sample of 1010 public elementary schools in the 2019-2020 school year. <br><br>RESULTS were compared by region (Northeast, Midwest, South, West), urbanicity, size, racial and ethnic composition, and socioeconomic status (percent eligible for free/reduced-priced meals). <br><br>RESULTS: A total of 559 responses were obtained. About 87.9% of schools provided at least 20 minutes of daily recess and 26.6% had trained recess supervisors. Most schools did not allow students to voluntarily stay inside during recess (71.6%) and around half prohibited withholding recess for poor behavior (45.6%) or to complete schoolwork (49.5%). Several practices varied by region, and withholding recess was more prevalent among schools with lower student socioeconomic makeup.     IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Regular national surveillance of recess practices can inform policy needs and efforts to advance equitable access to recess. Quality and access should be considered when developing recess policies. <br><br>CONCLUSIONS: Most United States elementary schools provide recess. However, regional and economic disparities exist. Promoting supportive practices for recess, particularly for schools serving lower-income communities, is necessary.<p />  <p>Language: en</p>
LA  - en
SN  - 0022-4391
UR  - http://dx.doi.org/10.1111/josh.13368
ID  - ref1
ER  -