Research Digest

August 2025

In This Issue

Recess

It’s back-to-school time! As kids transition back to being students, it’s important to remember that outdoor and nature-based play are important year-round, not just in summer.

This month’s Research Digest explores evidence about the value of outdoor recess for physical and mental health, beneficial play and social-emotional learning, as well as academic functioning. We also explore how green schoolyards support these activities and outcomes. Finally, we offer a set of practical recommendations for great recess experiences and supportive recess policies.

There’s more to explore about the activation of green schoolyards to facilitate learning and well-being through the Children & Nature Network’s Finding Nature News feature “Letting play come naturally: 6 ways to activate green schoolyards.” The article explores how green schoolyards can be designed and used to maximize their benefits for students and schools.

For all of you working in, with or on behalf of schools, have a smooth transition and a wonderful school year!

Sincerely,

Cathy Jordan, PhD
Consulting Research Director

Research Digest Archive   |   Research Library

School recess is a vital daily opportunity for children to enjoy unstructured time outdoors. Children highly value recess breaks because they fulfill their needs for play, physical activity and social interaction — and research confirms that recess is indeed an essential component of the school day.

A recent systematic literature review details the many academic, cognitive, behavior and emotional, physical health and social well-being benefits afforded by daily outdoor recess. Findings of the review indicate that recess supports academic achievement by improving self-regulation, attention and on-task behavior. Recess was also linked to healthier BMIs (body mass index), improved peer relationships and social well-being. The review suggests that because recess supports more productive class time and improved climate, schools should increase their attention to recess through intentional planning and high-quality approaches.

The benefits for students are further enhanced when recess or other breaks during the school day occur in natural settings, according to research. Studies comparing recess in naturalized playgrounds or green schoolyards to traditional schoolyards have documented improved gains in cognitive functioning, physical activity and socioemotional health. High quality natural recess settings are also associated with increased positive student interactions, diverse forms of beneficial play that support healthy development and strengthened connection to nature.

This Research Digest offers guidance for optimizing the benefits of school recess through nature-based and other high-quality approaches that ensure daily outdoor time for students. The first section of the Digest highlights the benefits of recess in natural settings; the second section offers recommendations to guide recess practice and policy.

The Benefits of Recess in Natural Settings

Research shows that when recess is held in high-quality natural play spaces, such as naturalized playgrounds and green schoolyards, children demonstrate a range of beneficial outcomes. Substantial evidence indicates that recess in nature-rich settings can support academic learning in the classroom through improved cognitive functioning, increased positive social interactions and prosocial behaviors, and enhanced well-being. Recess in natural settings increases children’s physical activity, resulting in improved physical health, which may help to reduce health equity gaps. Research also links recess in high-quality natural settings to a range of important developmental play behaviors as well as pro-environmental attitudes and affinity towards nature.

Exposure to nature during the school day can enhance cognitive functioning in children and adolescents

A systematic literature review of 12 experimental and quasi-experimental studies (mostly conducted in Europe) examined children’s and adolescents’ cognitive functioning during school-based nature interventions. School day nature walks, breaks in nature, and recess or play in natural settings significantly improved working memory and selective and sustained attention. Time in nature during the school day can enhance cognitive functioning and support learning.
Vella-Brodrick & Gilowska, 2022. Effects of nature (greenspace) on cognitive functioning in school children and adolescents: a systematic review.
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Greening schoolyards can generate positive physical activity and socioemotional health outcomes for students

This review of six experimental studies conducted in North America and Europe examined the impact of schoolyard greening on children’s (age 2-15) physical activity and socioemotional health. Overall, the studies demonstrated beneficial changes in both outcomes and increased physical activity levels among girls due to greening. Because children spend a considerable amount of time at school every day, greening schoolyards can improve children’s health and help to reduce health equity gaps.
Bikomeye, Balza & Beyer, 2021. The impact of schoolyard greening on children’s physical activity and socioemotional health: A systematic review of experimental studies.
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Educators say naturalized playgrounds may enhance children’s play, learning and holistic development

A study in Canada explored early childhood educators’ perspectives of naturalized playgrounds on young children’s (age 1.5 to 3.5 years) learning and development. Educators rated children’s social, language, physical, cognitive and emotional skills higher on naturalized playgrounds than traditional playgrounds. Naturalized playgrounds also supported children’s connections with nature, offered more engaging and varied play opportunities, and reduced educators’ safety- and behavior-related concerns.
Squires et al., 2025. Exploring early childhood educators’ perceptions of children’s learning and development on naturalized playgrounds.
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Higher quality green schoolyards support more diverse forms of play, play with natural materials and positive student interactions

Observations of nearly 3,000 Dutch children (age 4-12) at 16 schools aimed to investigate if green schoolyard design was related to recess behaviors. Students with higher quality, ‘greener’ schoolyards were significantly more likely to engage in positive interactions and more diverse forms of play, including building, exploration and dramatic play. Differences in recess behaviors based on gender and age were also identified. High quality natural elements may optimally influence recess behaviors that support overall development.
van den Bogerd et al., 2025. From green to greener: Exploring associations between green schoolyard design and primary school children’s recess behaviors.
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Play behavior became more frequent and varied after schoolyard greening, especially for girls

Researchers analyzed video recordings of children’s (age 7-11) recess behaviors at five primary schools in The Netherlands before and after schoolyard greening. The analysis showed a significant increase in children’s cognitive play behavior, with girls demonstrating the biggest changes. Prior to schoolyard greening, girls primarily exhibited non-play behaviors; after greening, girls spent most of their recess engaged in play. Findings suggest that schoolyard greening encourages play behaviors that support the development of cognitive skills.
van Dijk-Wesselius et al., 2022. A comparison of children’s play and non-play behavior before and after schoolyard greening monitored by video observations. 
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High quality outdoor early childhood education settings may support children’s development of pro-environmental attitudes, awareness and affinity towards nature

Over 200 five-year-olds attending kindergartens and preschools in Turkey participated in a study to determine if outdoor play space quality was related to children’s attitudes towards the environment and connection to nature. Children who attended education centers with higher quality outdoor settings tended to demonstrate stronger environmental attitudes, environmental awareness and affinity towards nature. Findings highlight the importance of high-quality outdoor environments that offer rich opportunities to interact with nature.
Küpeli & Bayındir, 2025. Preschool outdoor education environment quality predicts children’s environmental attitude, awareness and affinity towards nature (biophilia). 
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Recess Practice and Policy Recommendations

The studies in this section highlight intentional approaches to recess, and the role of recess policy — both within schools and on a broader scale — to support children’s equitable access to daily outdoor recess. The benefits of recess are particularly important for children in urban low-income neighborhoods where child well-being is more dependent on school day routines; however, research shows that disparities in recess quantity and quality disproportionately affect children of color and those attending under-resourced schools.

Other areas of concern that emerge from the literature include weather- and climate-related challenges, a paucity of school-level recess policy and training, a lack of student participation in schoolyard design and limitations in play opportunities for children with disabilities. The following recommendations aim to address these concerns and promote beneficial recess experiences for all students.

RECOMMENDATION #1:
Ensure that all children have equitable access to recess every school day.

Students in lower-income communities tend to have less daily recess and are at greater risk of having recess withheld

This research summary highlights the importance of equitable access to recess and calls attention to reduced recess trends. Existing research indicates students in lower-income communities tend to have less daily recess and are at greater risk of having recess withheld for poor behavior or academic performance than students in higher-income communities. Given the extensive benefits of outdoor recess, it is vital that states adopt legislation to ensure all elementary students have at least 20 minutes of daily recess.
Konduru, Lowrey & Hager, 2025. Leveling the playing field: Opportunities for school recess to promote wellness and reduce disparities in elementary school children.
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Advocacy coalition helps pass school recess bill in Washington state

This article describes a case study of a successful advocacy effort that influenced state lawmakers to pass a bill in support of equitable, high-quality recess in the state of Washington (U.S.). The article details the process by which a coalition of recess advocates consisting of 100+ organizations — including pediatricians, parents, educators and youth — worked together to ensure a daily minimum of 30 minutes of recess. Other advocacy efforts aiming to pass legislation to support children’s health may benefit from this case study.
Tandon, Westerlind & McCleery, 2024. Advocacy for equitable recess in Washington state.
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RECOMMENDATION #2:
Improve recess quality by developing school-level policy, professional development and training to guide recess implementation.

Recess quality impacts social, emotional and behavioral outcomes

This study examined if recess quality was related to the social, emotional and behavioral competencies of 352 third and fifth graders at 25 U.S. elementary schools. The quality of recess significantly predicted executive functioning problems, resilience, emotional self-control and adaptive classroom behaviors. To boost recess quality, schools might establish a recess leadership council, develop recess policies and professional development, and view recess as part of a whole-school strategy to support children’s healthy development.
Massey et al., 2021. Recess quality and social and behavioral health in elementary school students.
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Teachers and school staff indicate a need for play policy, education, guidance and training to enable adventurous play in schools

Interviews with 13 primary school staff in England examined their perspectives of adventurous play during recess. Although staff recognized the benefits of adventurous play, their fear and anxiety towards adventurous play in school, as well as other barriers, were revealed. Staff highlighted a lack of knowledge about supervising adventurous play and the need for school-level policy, guidance and training to improve their competence. The need for external policy and wider support for play in schools was also highlighted.
Nesbit, Harvey & Dodd, 2025. “I think that we should, but I don’t think that we can”: What school staff think about adventurous play at schools in England.
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RECOMMENDATION #3:
Identify strategies to hold recess safely outside during inclement weather; improve approaches to weather-modified recess when recess cannot be held outdoors.

Indoor recess reduces students’ opportunities for physical activity, nature experiences and social interaction

Interviews with 10 Canadian elementary teachers and administrators explored weather-modified recess practices. Teachers perceived indoor recess to increase student screen time and reduce physical activity, contact with nature and social interaction. To counter these adverse impacts, schools might encourage students to keep extra clothes at school, allow students outside for short periods of time, provide recess-focused professional development, and establish indoor recess practices and policies that prioritize well-being.
Ouellette et al., 2024. Exploring key informants’ perceptions of weather-modified recess.
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RECOMMENDATION #4:
Encourage youths’ involvement in schoolyard design through participatory and co-design approaches.

Secondary students desire restorative and visually attractive schoolyards that offer opportunities to experience agency and social connection

The study analyzed descriptions of ideal schoolyards submitted by 38 Australian secondary students (age 12-17) to a schoolyard design competition. The descriptions demonstrated that adolescents preferred schoolyards offering escape from school day stressors and routines, and restoration through beauty, nature, agency and social connection. Schools should encourage youth involvement in schoolyard design through participatory practices to optimize the well-being benefits afforded by time outdoors during the school day.
Leigh, Muminovic & Davey, 2025. The Schoolyard I’d Like: an ideas competition for Australian school children ages 12 to 17.
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Children experiencing disability should be involved in the design of recess play spaces

Three children (ages 8, 9 and 11) experiencing disability guided researchers around their outdoor recess spaces in Canada. The children indicated that social interaction and playing with friends provided a sense of belonging. However, being excluded from play, peers’ dismissive behaviors, accessibility barriers and activities that favored physical competence resulted in exclusion. Involving children who are experiencing disability in the design of recess spaces may ensure more inclusive and empowering recess opportunities.
Rubuliak & Spencer, 2022. ‘Everyone’s just like, they’re fine, and when in reality, are we?’ Stories about recess from children experiencing disability.
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RECOMMENDATION #5:
Incorporate schoolyard design elements that bolster climate resilience and provide thermal comfort while also supporting positive outcomes for students.

Combining green, blue and grey solutions to address climate change impacts on school play areas yields positive outcomes for student health and well-being

Barcelona, Spain added green (vegetation), blue (water), and grey (human-constructed) features to 11 primary schoolyards to mitigate climate impacts. Questionnaires completed by sixth-grade students (age 11-12) and interviews with teachers revealed more positive perceptions of the schoolyard due, in part, to improved thermal conditions, attractiveness and naturalization of the environment. Students demonstrated reduced conflict behavior, enhanced well-being, increased play opportunities and social inclusion.
Sanz-Mas et al., 2025. Evaluating the effect of green, blue, and gray measures for climate change adaptation on children’s well-being in schoolyards in Barcelona. 
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Greater tree canopy can preserve moderate to vigorous physical activity levels in children

Data were collected from accelerometers and global positioning system monitors worn by 213 students (age 8-10) from three schools in Texas, U.S. The data showed that the children’s outdoor activity levels decreased as temperatures increased. The data also showed that children at the schoolyard with the most tree canopy spent more time in moderate to vigorous physical activity — which can promote long-term health — compared with children in the other schoolyards.
Lanza et al., 2023. Heat-resilient schoolyards: Relations between temperature, shade, and physical activity of children during recess.
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