Should We Be Taking Away Recess?

We’ve all done it. “No recess” feels like an easy lever to pull. But here’s the truth: taking away recess is one of the fastest ways to increase misbehavior, not reduce it.

Let’s explore why using research-backed information and what to do instead that works in real classrooms like yours.

The Psychology Behind It:

This is a classic case of misunderstanding self-regulation and not understanding what the brain needs.

Some students are misbehaving because they lack opportunities for movement, connection, and autonomy. Recess isn’t a privilege. It’s regulation — a brain break that fuels executive function, focus, and impulse control. That’s why, when taking away recess, it can backfire. The tool they need to get on track has been removed.

Why Taking Away Recess Doesn’t Work

At one point, I was taking away recess from my students as a form of classroom management. At the time, virtually every teacher did it, so it had to be acceptable and okay. That may be why it’s still so widely used in many schools. Some teachers use recess as a lever for control rather than a school-wide practice. Any of these sound familiar:

• “I’m sorry you didn’t finish your work. You will have to stay inside to complete it during your recess.”
• “This is your upteenth warning for interrupting during class time. You have now lost your recess!”
• “You’ll be sitting against the wall outside today! We walk down the hallway in a straight line!”

But research, and if we really want to be honest with ourselves, based on our experiences, shows us that this strategy doesn’t improve behavior. It worsens it, especially for our most dysregulated kids.

Barros, Silver, and Stein (2009) found that students who had at least one daily recess of 15+ minutes behaved significantly better in class than those who didn’t, regardless of behavior concerns. Imagine what a morning and afternoon recess could do!

The more we withhold recess, the more we set ourselves up for a continued cycle of:

What the Brain Is Really Doing

Think about it through a self-regulation lens:

Focus and sitting deplete stress chemicals (like cortisol) and energy stores (like glucose). Recess replenishes both and allows the prefrontal cortex—the part of the brain responsible for impulse control and decision-making—to reset for our kids.

Even worse, kids with ADHD, trauma histories, or high energy needs are more likely to be punished by taking away recess — when they’re the ones who need it most.

In other words, you’re removing the thing that helps the brain behave, and expecting behavior to improve magically. It’s like grounding a kid for using an inhaler because they ran in the hall.

What to Try Instead (That Actually Works)

Switching from losing recess may be hard. You will need tools to manage behavior. But they’ve got to be brain-aligned and low-lift enough that you’ll use them. Here are four creative alternatives that won’t require hours of prep or a behavior chart overhaul:

1. Give a Movement Job Instead

Instead of taking away recess, redirect the student with a purpose: “You’re my hallway monitor today. I need your help checking if the lockers are closed tightly.” (Yes, it’s made up. No, they won’t care. I’ve done it many, many times!) It builds trust and releases energy without punishment. Remember, they don’t need punishment; they have unmet needs. They are not intentionally acting out.

2. Create a Reflection Walk

Let students take a 2–3 minute walk (monitored if needed) or sit outside the classroom for a few minutes with a reflection slip. The point is that the student should be in a place nearly alone to think and reflect. They may answer questions such as:

• What just happened?
• What can I try next time?
• What helps me calm down?

Then they re-enter class with a regulated brain and accountability.

3. Offer a “Power-Up Pass”

Instead of taking away recess, offer a pass that includes 2 minutes of calming music, coloring, or stretching—a sensory break that keeps the body and brain in check. You can even call it “Leveling Up.” If you’re worried about its use, create some rules with it and make sure students understand that “some restrictions may apply.”

Bonus: All students will want to earn the pass, which becomes a proactive motivator.

4. Assign a Recess Reset Buddy

Partner up two students (one mentor-type, one dysregulated) for “reset recess” — a walk-and-talk routine where they stroll the playground and discuss what they’re working on in class. Peer support, fresh air, and movement.

Differentiation/Extension Tips:

• For mixed-ability classes, use tiered behavior reflection sheets, which are picture-based for some and sentence starters for others.
• Science Integration Idea: Turn movement breaks into science mini-missions. “Find three examples of erosion on the playground,” or “Observe five things using your five senses and report back.” Builds observation skills and gets the wiggles out.
• Math Integration Idea: Have students track their steps at recess and graph them over the week.

Start small. Tomorrow, notice who is almost always on the verge of you taking recess away from… and ask yourself: What regulation strategy do they need?

The best behavior tool you have might be the playground outside your window.

You’ve got kids to teach and time to save — let’s make both easier.