title: Playing fair: the contribution of high-functioning recess to overall school climate in low-income elementary schools.
abstract: BACKGROUND
  Recess is a part of the elementary school day with strong implications for school climate. Positive school climate has been linked to a host of favorable student outcomes, from attendance to achievement. We examine 6 low-income elementary schools' experiences implementing a recess-based program designed to provide safe, healthy, and inclusive play to study how improving recess functioning can affect school climate.
  
  
  METHODS
  Data from teacher, principal, and recess coach interviews; student focus groups; recess observations; and a teacher survey are triangulated to understand the ways that recess changed during implementation. Comparing schools that achieved higher- and lower-functioning recesses, we link recess functioning with school climate.
  
  
  RESULTS
  Recess improved in all schools, but 4 of the 6 achieved a higher-functioning recess. In these schools, teachers and principals agreed that by the end of the year, recess offered opportunities for student engagement, conflict resolution, pro-social skill development, and emotional and physical safety. Respondents in these four schools linked these changes to improved overall school climate.
  
  
  CONCLUSIONS
  Recess is an important part of the school day for contributing to school climate. Creating a positive recess climate helps students to be engaged in meaningful play and return to class ready to learn.
authors.affiliation: Education Department, Center for Collaborative Research for an Equitable California, University of California, Santa Cruz, 1156 High Street, Santa Cruz, CA 95064.
authors.forename: Rebecca A
authors.initials: RA
authors.lastname: London
authors.forename: Lisa
authors.initials: L
authors.lastname: Westrich
authors.forename: Katie
authors.initials: K
authors.lastname: Stokes-Guinan
authors.forename: Milbrey
authors.initials: M
authors.lastname: McLaughlin
mesh_terms: D002648:Child; D005178:Faculty; D017144:Focus Groups; D006801:Humans; D009936:Organizational Innovation; D009939:Organizations, Nonprofit; D010988:Play and Playthings / Q000523:psychology*; D011203:Poverty; D015397:Program Evaluation; D012495:San Francisco; D012574:Schools; D013334:Students / Q000523:psychology*
keywords: emotional safety; physical safety; play; recess; school climate