The Dissemination and Implementation of Recess Policies and Practices in an Urban Public School District
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Bailey Rosenmeier
CoPIs:
Anne Souza, Dana Trump, Michael Mealey, Joshua Portilla
College:
College of Education
Major:
Physical Education/Teacher Certification
Faculty Research Advisor(s):
Edward Olsen
Abstract:
The primary purpose of this study was to investigate and examine how state and district-level recess policies and practices are disseminated and implemented in an urban public school
district. A secondary aim was to make recommendations to the school district in light of barriers and facilitators of these policies and practices and students’ physical and socio-emotional health.
The following research questions guided this inquiry: (a) What is the current status of state and district-level recess policies and practices in an urban public school district?; (b) How are state
and district-level recess policies and practices disseminated and implemented in an urban public school district?; (c) What are the barriers, facilitators, and recommendations to state and district-
level recess policies and practices?; and (d) What are stakeholders’ perceptions of students’ physical and socio-emotional health after the COVID-19 pandemic?
This project is significant for several reasons. First, New Jersey passed Senate Bill 847 (recess law) in 2019 to help reduce pediatric obesity, mitigate cardiovascular risk factors and type 2
diabetes, help children and adolescents meet the recommendation of 60 minutes per day of moderate to vigorous physical activity, promote and instill healthy habits at a young age, and
develop their socio-emotional skills. Second, Senate Bill 847 requires all public school districts in New Jersey to offer a 20-minute daily recess period to grades K-5; offer recess outside, when
possible; and preclude a student from recess unless they violated the district’s code of conduct. Additional mandates include: recess does not have to be offered on shorted school days; the
provisions do not apply to students who have medical reasons or 504 plans; and recess cannot be used to fulfill the 150 minutes of health and physical education as outlined by N.J.S 18A:35-5. Third, children and adolescents physical, mental, and emotional health as well as their academic learning have been compromised as a result of the pandemic. Finally, recess is viewed as an ideal environment and strategy for a post-pandemic recovery because of its cognitive, physical, and social benefits.