The Influence of a Recess Intervention on Children’s Sense of Belonging and Enjoyment

Authors

  • Lauren McNamara Ryerson University Diversity Institute, Ted Rogers School of Management, Ryerson University 350 Victoria St., Toronto Ontario M5B2K3
  • Jenny Gibson University of Cambridge 184 Hills Road, Cambridge CB2 8PQ
  • Yana Lakman Department of Child and Youth Studies Brock University Cairns Family Health and Biosciences Center 1812 Sir Isaac Brock Way St. Catharines, ON Canada L2S 3A1
  • Natalie Spadafora Department of Child and Youth Studies Brock University, Cairns Family Health and Biosciences Center 1812 Sir Isaac Brock Way St. Catharines, ON Canada L2S 3A1
  • Ken Lodewyk Faculty of Applied Health Sciences Brock University 1812 Sir Isaac Brock Way St. Catharines, ON Canada L2S 3A1
  • Meaghan Walker

DOI:

https://doi.org/10.20355/jcie29343

Abstract

School climate has long been understood to influence student success, yet the social climate and playspace of recess is often overlooked in overall school improvement efforts. The Recess Project is a collaborative action research project that aims to improve the social climate of recess through fostering a sense of belonging and enjoyment. We report a mixed-methods exploratory evaluation of the project based on survey data from 784 students in grades 4-8. Quantitative analysis compared scores for belonging and enjoyment between children who attended Recess Project (RP) schools and those who did not NRP. The RP group reported more enjoyment than the NRP group, while sense of belonging was not significantly different between groups. Belonging and positive affect were positively associated with enjoyment scores in both groups, however, these associations were stronger in the RP group. Qualitative analyses revealed children enjoyed recess for the opportunity to socialise and to have autonomy over their activities. Children who did not enjoy recess reported boredom, bad weather and experiences of victimisation. We discuss the implications for future work on improving the quality of the social climate of recess.

Author Biographies

Lauren McNamara, Ryerson University Diversity Institute, Ted Rogers School of Management, Ryerson University 350 Victoria St., Toronto Ontario M5B2K3

Research Associate Director, Recess Project Canada Diversity Institute Ted Rogers School of Management Ashoka Fellow PhD, Educational Psychology Simon Fraser University

Jenny Gibson, University of Cambridge 184 Hills Road, Cambridge CB2 8PQ

Faculty of Education Lecturer in Psychology and Education Fellow Lucy Cavendish College PhD, School of Psychological Sciences, University of Manchester

Yana Lakman, Department of Child and Youth Studies Brock University Cairns Family Health and Biosciences Center 1812 Sir Isaac Brock Way St. Catharines, ON Canada L2S 3A1

PhD Candidate Department of Child and Youth Studies Brock University

Natalie Spadafora, Department of Child and Youth Studies Brock University, Cairns Family Health and Biosciences Center 1812 Sir Isaac Brock Way St. Catharines, ON Canada L2S 3A1

PhD Candidate Department of Child and Youth Studies Brock University

Ken Lodewyk, Faculty of Applied Health Sciences Brock University 1812 Sir Isaac Brock Way St. Catharines, ON Canada L2S 3A1

Associate Professor Faculty of Applied Health Sciences Brock University PhD, Educational Psychology Simon Fraser University

Downloads

Published

2018-12-19

Issue

Section

Articles