When I was a child, we had three recesses every day—and five on Fridays. Movement was medicine. It kept our minds awake, our hearts and heads open, and helped us sweat and breathe, imagine and create. From tag to kickball and everything in between, movement gave us the freedom to connect with ourselves and each other.
Recently, I got a Lyft ride from a man who shared that recess was how he coped with his ADHD as a kid. He said something that really stuck with me: "Healthy food and movement are the keys to helping children grow." He wasn’t wrong. Recess—and the recreative power of physical activity—holds the word "create" right inside of it. Movement helps children build ideas, friendships, and emotional resilience. But here’s the problem: many schools are cutting back on recess, limiting playground time, and asking kids to sit for hours at a time without an outlet.
Many children now only get one or two 10-15 minute recess break a day. How are schools forgetting that recess isn’t just a nice break—it’s a requirement for equitable education?
Why Movement Matters
Kids are made to move. It’s how they learn. Physical activity improves focus, strengthens memory, and helps kids manage emotions. Studies from the CDC show that regular exercise not only boosts physical health but also stimulates brain function. For kids with ADHD, movement is even more critical—it lets them release pent-up energy and return to the classroom ready to focus. This is especially true with the distractions of cell phones, and how they shut down the body’s desire to move by providing eye stimulated dopamine instead of movement stirred dopamine.
When kids move, they feel better and learn better. It’s that simple. So let them play!
The Shift Away from Recess and Physical Education
When I was growing up, we looked forward to each recess. The chance to sweat, breathe, and play – to recreate (see how even that word has the word create in it!?) It broke up the tedious nature of lectures, sitting, and being forced to learn with our eyes and ears only. Recess gave us a chance to breathe and recharge – and use our bodies to learn and grow. But today, many schools are cutting back on recess to prioritize academic instruction. Why? Because of the pressure to meet standardized test scores.
Here’s the truth: taking away recess doesn’t save time or help kids learn more. It has the opposite effect. Without recess, kids get restless, frustrated, and distracted. Punitive practices like withholding recess as punishment are especially harmful for kids with ADHD, who need that time more than anyone.
Sacrificing movement for academic rigor is a short-sighted approach. Pushing kids harder academically without giving them the chance to reset and recharge doesn’t improve learning – it actually harms it. Kids were not meant to sit still all day long. Often children cope with stress, anxiety and discomfort by moving. A “no wiggles”, “sit quietly only” policy makes things worse, especially for kids with ADHD who need that break to succeed.
ADHD and the Critical Role of Recess
Kids with ADHD often struggle to sit still, follow rigid rules, or focus for long periods. Asking them to go through the school day without recess is like asking a sprinter to run a marathon without a water break. It’s not just hard—it’s impossible.
I’ve talked with many teachers who say recess is a game-changer for their students with ADHD. Physical activity doesn’t just let them burn off energy; it also improves behavior, attention span, and social skills. According to the CDC and leading ADHD experts like Dr. Russell Barkley, physical activity can boost memory, reduce impulsivity, and help kids process emotions.
FAPE Requires Physical Education
Under the Individuals with Disabilities Education Act (IDEA), schools are required to provide a Free Appropriate Public Education (FAPE) for all students, including those with disabilities. For students with ADHD, that means schools must make reasonable accommodations to meet their unique needs.
And guess what? Recess and physical activity breaks can be one of those accommodations. Denying kids with ADHD the chance to move isn’t just harmful—it’s a violation of their right to an appropriate education. Movement is a legitimate, research-backed way to support kids with ADHD, and schools that take it away aren’t meeting their legal obligations.
Recess as a Learning Tool
Recess isn’t just about fun—it’s a critical part of learning. Play develops cognitive skills like problem-solving, creativity, and focus. It also teaches kids how to navigate social dynamics, from sharing and cooperation to conflict resolution.
When kids are given the chance to run, laugh, and play, they come back to the classroom ready to learn. Teachers I’ve spoken to say they see fewer behavior problems and better focus after a good recess.
Movement as Medicine
Remember my Lyft driver? He nailed it: movement is medicine. When kids move, their bodies release endorphins, their hearts pump blood to their brains, and they become more present. For kids with ADHD, movement is one of the most effective “treatments” available—and it doesn’t require a prescription.
The Long-Term Benefits of Recess
What happens when kids move every day? They develop healthier bodies, sharper minds, and stronger emotional intelligence. Playground time is development time. Recess sets the stage for a lifetime of physical and mental well-being. It’s not just about the immediate benefits—it’s about building a foundation for the future.
What Schools Can Do
It’s time to make recess a priority again. Schools need to:
Guarantee daily recess: At least 20–30 minutes of unstructured play every day, two to three time a day. Give kids time to move.
Train staff: Teach teachers and aides how to support positive play experiences.
Protect recess: Never use it as a bargaining chip or punishment.
Advocate for active classrooms: Movement doesn’t have to stop at recess—build activity into the school day.
Parents! You can be a HUGE Part of the Solution.
Parents, you have a voice. Tell your teachers your child needs recess, insist on the kids getting up and moving. Attend school board meetings, talk to administrators, and advocate for more recess. Share the research and explain how movement improves learning outcomes. Your kids deserve to be kids and it can start with you! If your school isn’t listening to you or won’t accommodate your child’s need to get up and move, then contact us at www.IEPDefenders.com and we’ll work with you to explore ways to help the school structure more playground time. We can explore ways to ensure recess is included in your child’s individualized education plan (IEP) or 504 plan, to ensure that your child is able to learn with their whole body, not just their eyes and ears. Recess isn’t just a nice extra—it’s a necessity.
For kids with learning needs like ADHD, playground time is as essential as textbooks or a teacher. Together we can help kids make the memories that will affect them the rest of their lives and love their time in school, not dread it.
References
Centers for Disease Control and Prevention (CDC). (2022). The Benefits of Physical Activity for Children.
Pellegrini, A. D., & Bohn, C. M. (2005). The Role of Recess in Children's Cognitive and Social Development. Review of Educational Research.
Barkley, R. A. (2015). ADHD and the Nature of Self-Control.
U.S. Department of Education. (2021). IDEA: Ensuring Access for Students with Disabilities.
American Academy of Pediatrics. "The Crucial Role of Recess in School." Pediatrics, Vol. 131, No. 1, January 2013. Available at: https://pediatrics.aappublications.org.
Centers for Disease Control and Prevention. "The Association Between School-Based Physical Activity, Including Physical Education, and Academic Performance." U.S. Department of Health and Human Services, 2010. Available at: https://www.cdc.gov.
Pellegrini, Anthony D., and Catherine M. Bohn. "The Role of Recess in Children's Cognitive Performance and School Adjustment." Educational Researcher, Vol. 34, No. 1, 2005, pp. 13–19.
Jarrett, Olga S. "Recess in Elementary School: What Does the Research Say?" ERIC Digest, 2002. Available at: https://www.ericdigests.org.
Mahar, Matthew T., et al. "Effects of a Classroom-Based Program on Physical Activity and On-Task Behavior." Medicine & Science in Sports & Exercise, Vol. 38, No. 12, December 2006, pp. 2086–2094.
Barkley, Russell A. Taking Charge of ADHD: The Complete, Authoritative Guide for Parents. Revised Edition, The Guilford Press, 2020.
U.S. Department of Education. "Free Appropriate Public Education (FAPE)." Individuals with Disabilities Education Act (IDEA). Available at: https://sites.ed.gov/idea.
Ramstetter, Catherine L., Robert Murray, and Andrew S. Garner. "The Crucial Role of Recess in Schools." Journal of School Health, Vol. 80, No. 11, 2010, pp. 517–526.
Centers for Disease Control and Prevention. "Strategies for Recess in Schools." U.S. Department of Health and Human Services, 2017. Available at: https://www.cdc.gov.
Best, John R. "Effects of Physical Activity on Children's Executive Function: Contributions of Experimental Research on Aerobic Exercise." Developmental Review, Vol. 30, No. 4, 2010, pp. 331–351.
Ginsburg, Kenneth R. "The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds." Pediatrics, Vol. 119, No. 1, 2007, pp. 182–191.
Ridgers, Nicola D., et al. "Physical Activity Levels of Children During School Playtime." Sports Medicine, Vol. 36, No. 4, 2006, pp. 359–371.
Barros, Romina M., Ellen J. Silver, and Ruth E. K. Stein. "School Recess and Group Classroom Behavior." Pediatrics, Vol. 123, No. 2, 2009, pp. 431–436.
Centers for Disease Control and Prevention. "Increasing Physical Education and Physical Activity: A Framework for Schools." U.S. Department of Health and Human Services, 2013. Available at: https://www.cdc.gov.
Sibley, Benjamin A., and Jennifer L. Etnier. "The Relationship Between Physical Activity and Cognition in Children: A Meta-Analysis." Pediatric Exercise Science, Vol. 15, No. 3, 2003, pp. 243–256.
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