Recess in Middle School: Inclusion or Exclusion?

Abstract

There is a belief within the school system that there comes an age in which time for recess is no longer necessary for school children. Yet I question the assumption that middle school students do not have needs similar to elementary school students. It seems troublesome to claim that a student in fifth grade both benefits from and needs recess, but a child in sixth grade does not. My interest lies in this seemingly arbitrary shift and the consequences of moving away from allotted recess periods. In order to gain more perspective on this shift, this project uses qualitative analysis to ascertain a middle level student’s perspective on and desire for the inclusion of recess in middle school. Upon analysis of questionnaires and interviews, it is clear that, although middle level students express interest in various aspects of recess, they do not desire a recess period in their school day. Rather, middle level students prefer to spend less time at school and more time in places of increased freedom and autonomy. Therefore, teachers and administrators have a responsibility to integrate aspects of recess, such as physical activity, social interaction and freedom of choice, into daily classroom and school activities.