Improving Recess through Collaboration: Exploring the Facilitators and Barriers to Sustaining Positive Playground Behavior
This study examines the impact of a co-designed intervention on negative behaviors during school recess and explores the facilitators and barriers to implementing the intervention. Results show a decrease in negative behaviors post-intervention and suggest the need to assess school and recess culture before making changes. Reculturing around the importance of recess and the roles of adults is crucial for sustaining positive playground behavior.
College of Health researcher(s)
Abstract
Background
School recess quality is vital to children's social and emotional skill development. However, there is a research-to-practice gap where academic findings are ineffectively translated back to schools. The aims of this study were to examine how a co-designed intervention would impact negative behaviors observed during recess and to explore the facilitators and barriers to recess implementation over the course of a school year.
Methods
Utilizing a research-practice partnership, the authors collaborated with staff at an elementary school to design, implement, and assess an intervention focused on improving recess quality. The intervention offered training in research-supported recess practices through professional development training and teaching students transitions and games. The school's recess behavioral report log of negative playground behaviors across the academic year and notes from recess staff meetings were analyzed.
Results
Quantitative results pointed to a stable decrease in negative playground behaviors post-intervention compared to pre-intervention. Qualitative analyses suggest school leadership and practitioners should focus on “reculturing” recess prior to making structural changes, and empowering recess staff to sustain change.
Conclusion
Prior to considering interventions at recess, there is a need to assess both school and recess culture. In doing so, reculturing around the importance of recess during the school day and the roles of adults in the process is needed to ensure the sustainability of any changes made.