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Recess is often the first thing to go when kids are struggling at school. But what if taking it away is actually making things worse?
In this episode, we break down why recess is not a reward and should never be used as a punishment. From a sensory and nervous system perspective, movement is one of the most important tools kids have to regulate, focus, and learn throughout the day.
We talk about what a typical school day looks like today and how different it is from previous generations. Many kids are spending hours sitting, working on computers, and getting very little movement. For some students, recess may be the only time all day they have the opportunity to run, play, socialize, and reset their nervous system.
This episode walks through what’s actually happening in the brain and body during recess, including the role of movement, social play, emotional regulation, stress reduction, and even digestion. We also discuss why the kids who “struggle the most” are often the ones who need recess the most, and how removing it can create a cycle of more dysregulation, more behavior challenges, and more frustration for everyone involved.
We’ll also share practical ways to think differently about discipline and motivation in the classroom, along with simple strategies that support regulation without removing movement. From adding movement into the school day to advocating for your child through an IEP or 504 plan, this conversation is all about supporting kids in a way that actually works.
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If your child struggles with focus, behavior, or emotional regulation at school, you’re not alone. Many parents and teachers are searching for effective ways to support children—especially in today’s classroom environment, where movement is limited and expectations are high.
But what if one of the most commonly used “discipline tools” in schools is actually making things worse? Let’s talk about recess and why taking it away may be doing more harm than good.
Today’s school environment looks very different than it did even 15–20 years ago.
Children are:
Spending more time on screens and standardized testing.
Sitting for longer periods.
Getting fewer opportunities for movement and play.
In many schools, recess—often just 20–30 minutes—is the only time children can move freely, socialize, and regulate their nervous systems during the day. Yet, this critical time is often taken away as punishment for behavior or incomplete work.
From an occupational therapy perspective, this creates a cycle that can be difficult to break.
Recess isn’t just a break—it’s a biological necessity for learning and development.
During recess, children receive essential sensory input, including:
Proprioceptive input (jumping, climbing, pushing).
Vestibular input (swinging, spinning, running).
Tactile input (touching different textures outdoors).
This input helps organize the nervous system so children can:
Focus better.
Sit longer.
Process information more effectively.
Without it, many children—especially sensory seekers—become dysregulated.
Research shows that movement:
Increases attention span.
Enhances memory and learning.
Supports executive functioning.
In fact, the American Academy of Pediatrics states that recess should not be withheld for academic or punitive reasonsbecause it supports cognitive development.
Recess naturally helps:
Lower cortisol (stress hormone).
Improve mood.
Provide an emotional reset.
Children often return to class calmer, more cooperative, and ready to learn.
Unstructured play during recess allows children to:
Practice communication.
Navigate conflicts.
Build friendships.
Use imagination and creativity.
These are skills that cannot be taught as effectively in structured classroom settings.
It might seem logical:
“If a child is misbehaving, they don’t earn recess.”
But from a nervous system perspective, this approach is often counterproductive.
Here’s why:
Children who struggle with behavior are often:
Dysregulated.
Sensory-seeking.
Overstimulated or understimulated.
And what do they need most?
When we remove recess, we:
Remove the tool that helps regulate them.
Increase frustration and dysregulation.
See more challenging behaviors—not less.
It becomes a cycle:
Child is dysregulated.
Behavior increases.
Recess is taken away.
Regulation decreases further.
Instead of removing movement, we can use movement intentionally to support behavior and learning. Try these alternatives:
Recess should be treated like:
Math
Reading
Science
It’s a necessary part of the school day, not a privilege.
If consequences are needed:
Have the child walk laps instead of sitting out.
Assign movement-based tasks (carrying equipment, helping set up games).
Allow outdoor time with limited social interaction.
This maintains sensory input while still addressing behavior.
Small changes can make a big difference:
Jumping while practicing math facts.
Standing desks or floor work.
Quick movement breaks between lessons.
Skipping, crawling, or animal walks in transitions.
For children with higher sensory needs:
Offer flexible seating (wiggle cushions, therapy balls).
Provide fidgets as tools (not toys).
Build in structured “heavy work” activities.
These supports help prevent dysregulation before it starts.
If your child struggles with losing recess at school, here are actionable steps you can take:
Talk with your child’s teacher about:
Sensory needs.
Regulation challenges.
What strategies work at home.
If your child has an IEP or 504:
Request that recess cannot be removed.
Include movement breaks as accommodations.
Offer suggestions like:
Movement-based consequences.
Sensory tools that support focus.
Structured regulation strategies.
This helps the school support your child effectively.
Children today are:
Moving less.
Sitting more.
Experiencing higher demands.
Recess may be one of the last opportunities for natural, unstructured regulation in their day. And for many kids—especially those with sensory processing challenges—it’s not optional.
It’s essential.
If there’s one thing to remember, it’s this: Recess supports learning—it doesn’t take away from it.
When we protect and prioritize movement:
Behavior improves.
Focus increases.
Kids feel better.
And when kids feel better, they learn better.
BORING, BUT NECESSARY LEGAL DISCLAIMERS
While we make every effort to share correct information, we are still learning. We will double check all of our facts but realize that medicine is a constantly changing science & art. One doctor / therapist may have a different way of doing things from another. We are simply presenting our views & opinions on how to address common sensory challenges, health related difficulties & what we have found to be beneficial that will be as evidenced based as possible. By listening to this podcast, you agree not to use this podcast as medical advice to treat any medical condition in either yourself or your children. Consult your child’s pediatrician/ therapist for any medical issues that he or she may be having. This entire disclaimer also applies to any guests or contributors to the podcast. Under no circumstances shall Rachel Harrington, Harkla, Jessica Hill, or any guests or contributors to the podcast, as well as any employees, associates, or affiliates of Harkla, be responsible for damages arising from use of the podcast.
Keep in mind that we may receive commissions when you click our links & make purchases. However, this does not impact our reviews & comparisons. We try our best to keep things fair & balanced, in order to help you make the best choice for you.
This podcast should not be used in any legal capacity whatsoever, including but not limited to establishing “standard of care” in a legal sense or as a basis for expert witness testimony. No guarantee is given regarding the accuracy of any statements or opinions made on the podcast.
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