Recess Took a Break in Some Schools. A Push is On to Bring It Back: Impacts and Initiatives in Bangladesh and Globally

For generations, recess was a non-negotiable part of the school day. A period for unstructured play, socialization, and a break from academic rigor. However, starting in the late 1990s and accelerating with the ‘No Child Left Behind’ Act in the United States, many schools began to reduce or eliminate recess, driven by a desire to maximize instructional time and improve standardized test scores. This trend, while initially concentrated in North America, has echoed in school systems around the world, including a subtle but growing pattern in Bangladesh.

The History of Recess Reduction: A Focus on Test Scores

The rationale behind reducing recess was primarily focused on academic performance. The belief was that more time spent in the classroom directly translated to higher test scores. This was further fueled by accountability pressures placed on schools to meet specific performance benchmarks. In the US, the emphasis on standardized testing created a ‘teach to the test’ environment, leaving little room for activities deemed non-essential. While Bangladesh doesn’t have the same standardized testing pressures as the US, increasing competition among schools and parental expectations for academic success have contributed to a similar, though less drastic, reduction in unstructured play periods.

Mounting Evidence: Why Recess Matters

Over the past decade, a substantial body of research has emerged demonstrating the critical role recess plays in child development. Studies conducted by organizations like the American Academy of Pediatrics, the Centers for Disease Control and Prevention (CDC), and various university research teams have highlighted the following benefits:

• Cognitive Development: Recess provides a crucial break that allows the brain to consolidate learning and improve focus. Research suggests that children who have regular recess perform better academically. (Murray et al., 2013).
• Social-Emotional Learning: Unstructured play allows children to develop vital social skills such as cooperation, negotiation, conflict resolution, and empathy.
• Physical Health: Recess provides opportunities for physical activity, combating childhood obesity and promoting overall health. The Bangladesh Pediatric Association (BPA) has increasingly voiced concerns about declining physical activity among school-aged children.
• Mental Health: Recess provides a mental break from the pressures of school, reducing stress and anxiety.

The removal of recess disproportionately affects disadvantaged students who may not have access to safe outdoor play spaces outside of school. This exacerbates existing inequalities in educational opportunities.

The Bangladeshi Context: Challenges and Opportunities

While recess reduction hasn’t been as widespread in Bangladesh as in some Western countries, several factors are contributing to a similar trend. Overcrowded classrooms, particularly in urban areas, often limit space for play. Concerns about student safety and security, especially for girls, can also lead schools to restrict outdoor activities. Furthermore, a cultural emphasis on academic achievement and the perceived need to ‘maximize’ learning time can contribute to the prioritization of classroom instruction over recess.

However, there's a growing awareness of the importance of play in child development within Bangladesh. NGOs like BRAC and Save the Children are implementing programs that promote play-based learning and advocate for increased recess time in schools. There's also a growing movement to create more child-friendly school environments, including providing safe and stimulating play spaces.

Initiatives to Bring Recess Back

Several initiatives are underway globally and gaining traction in Bangladesh to reinstate recess:

• Recess Policies: Some US states have enacted policies mandating a minimum amount of recess time for elementary school students.
• Playworks: A national non-profit organization that provides recess training and support to schools.
• Let’s Move! Active Schools: A comprehensive initiative promoting physical activity in schools.
• BRAC’s Play Labs: BRAC has established ‘Play Labs’ in several schools across Bangladesh, providing children with access to safe and stimulating play materials and opportunities.
• Teacher Training: Increasingly, teacher training programs in Bangladesh are incorporating modules on the importance of play and how to effectively integrate it into the school day.

Risks and Considerations

Reinstating recess isn't without challenges. Schools need to address concerns about student safety, supervision, and potential disruptions to classroom learning. Effective recess programs require adequate planning, trained supervisors, and appropriate equipment. It's also important to ensure that recess is inclusive and accessible to all students, including those with disabilities.

Next Steps and the Future of Recess

The growing evidence supporting the benefits of recess is undeniable. To ensure that all children have access to this vital component of a well-rounded education, policymakers, educators, and parents need to work together to:

• Advocate for policies that mandate a minimum amount of recess time in schools.
• Provide schools with the resources and support they need to implement effective recess programs.
• Train teachers and supervisors on the importance of play and how to facilitate it effectively.
• Promote a culture that values play and recognizes its contribution to child development.

In Bangladesh, there's a particular need to address the challenges posed by overcrowded classrooms and limited space. This could involve creative solutions such as utilizing outdoor spaces, staggering recess times, and incorporating play-based learning into classroom instruction.

References:

Murray, R., Ramani, N. B., Brockmeyer, K. E., & Roberts, J. E. (2013). Five-year longitudinal effects of a play-based intervention on children’s mathematical skills. Early Childhood Research Quarterly, 28(4), 665–672.