“IT IS JUST TOO FUN TO EXPLAIN”: A QUALITATIVE ANALYSIS OF THE RECESS PROJECT IN SEVEN LOWER-SOCIOECONOMIC ELEMENTARY SCHOOLS

Abstract

This qualitative report is part of a larger action research study on a topic that is often overlooked in school improvement efforts: Recess and its influence on children’s social interactions and developmental trajectories. We introduced The Recess Project into seven lower-socioeconomic elementary schools in southern Ontario. Our intention for this report was to assess how things were progressing in these schools. We describe the strategies we used and the rationale behind the design of the Recess Project and highlight the dynamics between the setting, the children’s patterns of interactions, and the potential developmental outcomes. Participants included students, administrators, teachers, university researchers, and university students. Five themes emerged from our analysis: 1) noticeably less discipline issues, 2) more collaborative play and friendships, 3) noticeably more inclusive behaviors, 4) more refined and prosocial interactions overall, and 5) the children were clearly enjoying themselves. We discuss the potential implications of these findings on children’s overall well-being and school engagement.