“
(Appearing in Fall, 2011 issue of ADDitude Magazine,
www.ADDitudemag.com).
by Matt Cohen, J.D.
“What, no recess!!!!” Johnny screams after being told that he will not be able to participate in recess because he talked in class without raising his hand.
“What, no recess!!!” Rachel stammered, after being told that she couldn’t have recess because she hadn’t earned enough points on her behavior chart for completing her classwork on time because she was too distracted.
“What, no recess,” Matt cried, because he kept getting up to go to the bathroom and the class behavior plan said that all students lost recess if they got out of their seat more than once during class.
There is lots of research showing that exercise and physical activity help students improve academic performance and behavior.
A recent report by the Centers for Disease Control supports this:
“School boards, superintendents, principals, and teachers can feel confident that providing recess to students on a regular basis may benefit academic behaviors, while also facilitating social development and contributing to overall physical activity and its associated health benefits. There was no evidence that time spent in recess had a negative association with cognitive skills, attitudes, or academic behavior.” http://www.cdc.gov/healthyyouth/health_and_academics/
pdf/pa-pe_paper.pdf (July, 2010)
Recess is good for kids. Does it make sense to use it as punishment or require that it be earned?
NO!!!!!! Research confirms the importance of recess and extra physical activity for kids WITH AD/HD! A study in a school psychology journal concluded:
“Results showed that levels of inappropriate behavior were consistently higher on days when participants (with AD/HD) did not have recess, compared with days when they did have recess. Results also showed that the level of inappropriate behavior for all participants progressively increased over time on days when they did not have recess. However, this progressive increase did not occur on days when the participants had recess.”
Effects of Recess on the Classroom Behavior of Children With and Without AD/HD.
Ridgway, School Psychology Quarterly, Vol 18(3), Fall, 2003, 253-268.
KIDS WITH AD/HD ARE LIKELY TO BEHAVE BETTER AND BE MORE ENGAGED ACADEMICALLY WITH RECESS AND OTHER PHYSICAL EXERCISE. LINKING RECESS TO REWARDS OR PUNISHMENTS DOESN’T MAKE EDUCATIONAL SENSE!
Unfortunately, the federal special education or disability laws do not explicitly address a right to recess. However, apart from the research and common sense arguments for kids with AD/HD need recess, the federal laws support the right to recess for kids with AD/HD and related disabilities.
First, every child with an IEP or Section 504 plan is entitled to an individual program, designed to meet their needs, including accommodations and special supports. For many kids with AD/HD, there is a need for at least equal, if not even more opportunities for exercise, then for typical students. If the activity is needed for the child to benefit from education, it should be provided, not withheld.
Second, the IEP should include “positive behavior interventions and supports.” If a student needs recess in order to help them stay on task or discharge excess energy, it should be written in to the IEP as a part of the student’s accommodations and/or behavior plan.
Third, when schools are developing behavior plans or administering discipline, they should do a functional analysis of the relationship of the student’s disability to the behavior, including whether they may need recess or if removing it makes things worse. Research shows that depriving a student of recess is unlikely to promote positive behavior and may result in increased inappropriate behavior.
Finally, Section 504 prohibits discrimination on the basis of the nature or severity of a student’s disability and requires that students with disabilities be given equal access to school programs and activities. Excluding a student from recess for behavior relating to their AD/HD may be discriminatory because they are being punished based on their disability.
Parents and educators should promote recess and additional breaks as a positive support for children with AD/HD, rather than something that must be earned or can be removed as a punishment. That not only conforms to the provisions of federal law, it makes good sense!
Matt Cohen provides legal representation to children, adults and families with AD/HD and other disabilities in Chicago. He writes and speaks frequently on AD/HD, special education and disability issues throughout the US.
mdcspedlaw@gmail.com disablethelabels.blogspot.com
Phone: 312-961-4179
This article is not intended as legal advice. If you have a problem with your child’s school, you should seek informed leg
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