Improve recess for NYC schoolchildren
As classes resume tomorrow after winter break, recess remains interrupted in New York City public schools. Every minute of the school day counts, both inside and outside of the classroom. However, playtime is often chaotic and unstructured. A American Academy of Pediatrics study shows that access to developmentally appropriate games can foster cognitive, language, and self-regulation skills, as well as social and emotional skills that strengthen executive function in a child’s growing brain.
In a large and complex public school system, recess can fall through the cracks. A Municipal council report during recess in the 2024-25 school year, found that 14% (about 90,000) of K-12 students in schools across the five districts do not get enough physical activity during the school day. Solving this problem requires a strategic and comprehensive approach.
Asphalt Green’s Recess Enhancement Program (REP) balances encouraging the free play needed to build confidence and develop social skills, while structuring time to promote inclusion, fitness and fun. In practice, this means keeping rules and requirements to a minimum while our enthusiastic coaches organize engaging and welcoming activities and games for children of all abilities and ages.
Social engagement helps children develop important physical and emotional skills, which leads to better academic performance. A study from Asphalt Green and Hunter College conclusively found that students who participated in REP received 52% more vigorous physical activity than those who did not participate in REP or traditional unguided recess – a clear demonstration that structured play allows students to receive sufficient physical activity.
But this only happens when playtime is done correctly. As we continue to emerge from the pandemic, it is clear that developing strong social skills is essential for children to thrive. With childhood obesity and comorbidities at an unprecedented level, using recess for social physical activity has never been more important.
There is also a direct link between non-native English speakers who are disproportionately affected by this lack of physical activity, such as the 36% of non-English speaking students in Eastern Queens (District 23) and the 33% in Lower Manhattan (District 1) who do not get enough physical activity during the school day. Schools must recognize and advocate for resources for these critical out-of-class moments that are just as important to a student’s academic success as they are to the development of lifelong healthy habits.
While organizations such as the American Academy of Pediatrics and the Centers for Disease Control have cited recess as a crucial part of the school day, the majority of research findings focus solely on recess as a means to engage in physical activity, without emphasizing the quality or style of recess provided.
A bill introduced by state Sen. James Skoufis would direct the state commissioner of education to conduct a study on organized recess in charter and public elementary schools, grades kindergarten through sixth grade. The proposed study would collect data on the frequency and duration of recess, whether recess is supervised, and whether it includes structured or unstructured play, among other variables.
REP stands out from other recreation programs across the country because other models require significant training and placement of coaches in schools, making it more difficult for instructors to balance free play and structure, and the costs are too high for schools. Asphalt Green provides partial funding to 35 schools that participate in REP, while the remainder of the costs fall on the school.
Due to budget cuts, some schools can no longer continue to participate in REP, resulting in children losing out on essential play time and opportunities to be active during the school day. The size and complexity of New York City’s public school system requires buy-in from local elected officials, the city Department of Education, and school leadership; Asphalt Green tailors REP to each school it manages by scheduling activities based on its students, school structure, and physical space, all with quantifiable results.
With each school year that passes, more children lose essential opportunities for physical and social activity that prepare them for a successful school year and long-term healthy habits. The New York City City Council and Department of Education should commit to funding recess programs to ensure that students are prepared to succeed in all aspects of their academic experience. Investing in REP would enable students to develop these important life skills and attributes that will last well beyond the classroom and childhood.
Now is the time to fix recess. Let’s help New York City public school students look to the future with confidence.
Brackett is the CEO of Asphalt Green.
