Medway Middle School Recess Study

In $2018$ , Medway Middle School implemented a new policy providing recess for students in the $7^{th}$ and $8^{th}$ grades. This development was first reported by the MetroWest Daily News and published by Wicked Local.
The shift occurred after town officials became "enlightened" regarding the benefits of play for older students. In this context, enlightened refers to having been awakened to knowledge or truth.
Previously, recess in the Medway district was discontinued for all students after they completed the $6^{th}$ grade.
The updated schedule provides a $10$ -minute session immediately following the lunch break. This period allows students to step outside to socialize, defined as engaging in activities with others, usually friends.
Superintendent Armand Pires notes that this daily session serves two primary purposes: it helps students release energy and it aligns with the school district’s social-emotional learning (SEL) agenda.

Medway Public Schools hired Ryan Sherman as the town’s first Director of Wellness $4$ years ago. His primary focus is on social-emotional learning within the classroom environment.
Social-emotional learning has been prioritized throughout the district over the last few years. The practice aims to "integrate" (bring together and unite into a whole) personal feelings, empathy, and understanding into every academic lesson.
Empathy is defined as identifying with or sharing another's feelings, situation, or attitudes.
Sherman clarifies that SEL is not taught as a separate, individual class. Instead, it is conceived as a "moral skill-set" that is embedded into every subject, from Algebra to Shakespeare.

Ryan Sherman participated in a task force "comprised of" (made up of) educators, parents, and other stakeholders. This group researched the impacts of unstructured learning time across different age demographics.
Finding on Younger Students: Research established that younger students thrive academically after they have the opportunity to expel pent-up energy during recess.
Specific Findings by Grade Level:
- Students in the $5^{th}$ and $6^{th}$ grade benefit specifically from extended-time recess.
- Students in the $7^{th}$ and $8^{th}$ grade require a daily "relief time" of about $10$ minutes to facilitate physical activity and socialization.
Professional Relevance: Superintendent Armand Pires observed that as an adult working long hours, he still finds it necessary to take movement breaks to ensure he can complete his work effectively. He equates his current professional needs with the needs of the students.
Historical Context: Pires reflects on his own experience entering the $7^{th}$ grade when recess was removed. He describes this absence as a "void" (an empty space) that negatively affected his personal learning. He specifically recalls struggling to maintain focus during the middle of the school day around lunchtime.

In the year prior to adding middle school recess, the district extended elementary-level recess from $15$ to $25$ minutes. According to Pires, this change was highly beneficial in the classroom.
Teachers reported a notable difference in the attention span of students after the longer elementary break.
Research Findings on Classroom Behavior:
- Students provided with recess were able to maintain attention for longer periods.
- Students were less "fidgety" during instruction.
- There was a decrease in behavioral issues encountered in the classroom.
Community interest was a significant driver of this change, with many parents and educators advocating for the inclusion of unstructured activities—AKA (also known as) recess—during the school day.
Long-Term Impact: While $10$ minutes appears minimal on a daily basis, Pires argues that over the duration of an entire school year, it represents a "significant" (large or important) amount of developmental time.