In school, recess and free time are often seen as a break from structured learning, a chance for students to let off steam, socialize, and recharge before heading back into the classroom. However, these unstructured periods are also golden opportunities to extend SEL and reinforce positive behavior strategies. Because let’s get real, recess is also a golden opportunity for dysregulation, peer conflict, and uncomfy emotions! When approached with intention, recess can become a dynamic part of an SEL curriculum, helping students practice empathy, cooperation, and self-regulation in real-time scenarios.
Why Recess Matters for SEL
It’s no secret that research shows how unstructured play is crucial for children’s development, offering them a chance to develop social skills, solve problems, and practice decision-making in a less formal environment. According to the American Academy of Pediatrics, recess is not just a physical break but a critical time for cognitive, social, and emotional growth (Murray & Ramstetter, 2013). By integrating SEL into recess, we can maximize these benefits and help students carry the social and emotional skills they learn in the classroom into their broader lives.
Tangible Strategies for Extending SEL into Recess
1. Set the Stage with Clear Expectations
Just as you set behavioral expectations for the classroom, it’s essential to do the same for recess. Start by discussing what positive behavior looks like during free time. Engage students in creating a list of “Recess Rules” that emphasize respect, inclusion, and safety. These rules should be simple, positive, and clearly communicated. For example, instead of saying, “No pushing,” you might frame it as “Keep hands and feet to yourself.”
Having students involved in creating these guidelines increases their ownership and understanding. Revisit these expectations regularly, and use them as a reference point when addressing behavior during recess.
Another great approach is to create a Recess Charter, which is an amazing resource from the RULER framework. A charter starts with students brainstorming how they want to feel during recess (ex: excited, joyful, energized, included), followed by creating steps for what they will do to encourage everyone experiences those feelings.
2. Designate “SEL Ambassadors”
Empower students by giving them leadership roles as “SEL Ambassadors.” These students can be responsible for modeling positive behavior, helping peers resolve minor conflicts, and promoting inclusivity during recess activities. Rotate this role regularly so that every student has the opportunity to lead by example.
SEL Ambassadors can also help in creating a more inclusive environment by inviting others to join in games, ensuring no one is left out, and reminding peers of the agreed-upon recess rules. This not only reinforces SEL principles but also builds leadership and social skills in the ambassadors themselves.
3. Incorporate Cooperative Games
While traditional games like tag or dodgeball are popular, they can sometimes lead to exclusion or competition that may not align with SEL goals. Consider introducing cooperative games that require teamwork, communication, and shared goals. Games like “Parachute Play,” “Human Knot,” or “Group Juggling” are excellent for promoting cooperation and empathy.
These games naturally integrate SEL by requiring students to listen to each other, work together, and support one another in achieving a common objective. Make these games a regular part of recess, and encourage students to think of new games that emphasize cooperation over competition.
4. Facilitate Conflict Resolution
Recess is a prime time for conflicts to arise, whether it’s a disagreement over the rules of a game or a misunderstanding between friends. Instead of stepping in immediately to resolve these issues, use them as teachable moments for SEL.
Encourage students to use “I” statements to express their feelings and needs (e.g., “I feel upset when you don’t take turns because it’s unfair”). Teach them simple conflict resolution steps like listening to each other’s perspectives, acknowledging feelings, and finding a compromise that everyone can agree on.
You can also create a “Peace Corner” or “Conflict Resolution Station” on the playground, where students can go to resolve disputes with minimal adult intervention. Equip this area with visual aids that outline the steps of conflict resolution, making it easier for students to navigate their emotions and solve problems independently.
5. Reflect and Debrief
After recess, take a few minutes to debrief with your students. Ask them to reflect on their experiences: What went well? Did they encounter any challenges? How did they handle them? This reflection time helps students connect their actions during recess with the SEL skills they are learning in the classroom. This is also something that can be incorporated into closing circle.
Encourage students to share examples of positive behavior they observed in their peers, reinforcing the idea that SEL is a continuous process that extends beyond classroom walls. You might also highlight any successful conflict resolutions or examples of teamwork, giving students the recognition they deserve for applying their SEL skills.
Recess and free time offer invaluable opportunities to extend SEL and positive behavior strategies beyond the classroom.
When we set clear expectations, empower students as leaders, incorporate cooperative games, facilitate conflict resolution, & reflect on experiences, teachers can transform recess into a true learning experience. As students practice SEL in these unstructured environments, they develop the skills needed to navigate social interactions and manage their emotions in various contexts, ultimately becoming more well-rounded and emotionally intelligent individuals.
Integrating SEL into recess not only enhances students’ social and emotional growth but also creates a more inclusive school environment. By making SEL an integral part of every aspect of the school day, we help students build the resilience, empathy, and cooperation skills they need to thrive both inside and outside the classroom.
