I firmly believe in taking away my children’s favorite privileges as a response to poor behavior. At home, this could mean losing access to video games, their smartphones, or socializing with friends. In a school setting, that may translate to withholding recess—an idea I expressed on social media.
I recognized this viewpoint might not be widely accepted, but I was surprised to see just how deeply parents and educators diverge on the topic of consequences for misbehavior.
There is a general consensus that recess is vital for children. No one questions the American Academy of Pediatrics (AAP) or the Centers for Disease Control when they highlight the significance of physical activity, spontaneous play, and letting kids “get the wiggles out.” When studies emphasize that recess serves as a crucial “reset button” for a child’s mind, many of us readily agree, having observed its benefits firsthand.
However, some parents and educators take issue with the AAP’s assertion that recess “should not be withheld for punitive or academic reasons.” This broad guideline implies that no child should ever miss recess for any reason, which I find difficult to support.
As noted by educational writer Sara Thompson, teachers who wish to maintain disciplinary discretion in their classrooms assert that taking away recess sends a clear message that inappropriate behavior is unacceptable. I wholeheartedly agree! For many students—including my own children—recess is the highlight of their day, making it an effective tool for modifying behavior. I have always endorsed teachers using recess as a disciplinary measure with my kids because, in their perspective, losing something they cherish is a fitting consequence for poor decisions.
It was quite astonishing to see educators and parents respond with strong opposition, claiming that taking away recess is only justified if the misconduct occurs during that time. But who decides that? If the consequence resonates logically with the child, isn’t that what truly matters?
Some experts argue that we need to delve into the root causes of misbehavior and understand the underlying issues. While that is sometimes necessary, often, a child misbehaves simply because they feel like it—talking out of turn or goofing off. Not every infraction warrants extensive psychoanalysis, and we do a disservice to students and parents if we pretend otherwise.
Many parents share my view that teachers should have the option to use recess as one of their disciplinary tools, but a significant number strongly oppose this idea, insisting that recess should never be taken away. They raise valid points about children who may struggle with behavior due to disabilities, where revoking recess would clearly be an inappropriate course of action. While I understand these concerns, I believe that if a child is frequently losing recess, it indicates that this method is not effective and should be reconsidered.
Discussions around this topic have also touched on special education, racial disparities, and state mandates regarding minimum recess time—important factors that must be addressed in the broader conversation about appropriate consequences for younger students. Ignoring the historical treatment of young Black children in disciplinary contexts would be irresponsible. However, eliminating a strategy that works for some students seems misguided, especially if we are going to restrict teachers’ ability to manage behavior effectively.
If we continue to endorse sweeping bans on disciplinary measures that might benefit certain students, we risk a scenario where parents and experts dismiss all forms of punitive action, leaving educators with little ability to manage classroom dynamics.
What then?
In summary, I advocate for allowing teachers the discretion to withhold recess in response to poor behavior, as it can serve as a powerful tool for instilling appropriate conduct among students. While we must consider the nuances of behavior management, it is crucial to maintain strategies that could be beneficial in fostering discipline and responsibility.
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