The Role of Adult Support in Mitigating Students' Feelings of Unwelcomeness at Recess.

Abstract

Background: Researchers have documented that recess quality is critical to understanding outcomes, with supportive adults and positive peer interactions being critical components. The purpose of this study was to examine the experiences of students feeling unwelcome or uncomfortable during recess and to examine how perceptions of adult support impact those experiences.

Methods: A total of 483 elementary school students were surveyed at four time points across one school year. Students reported feelings of being unwelcome or uncomfortable at recess and their perceptions of adult support. Data were analyzed using descriptive statistics and longitudinal binary logistic regression to identify trends, demographic predictors, and the role of adult support.

Results: The percentage of students who reported feeling unwelcome or uncomfortable at recess decreased from 47.7% to 34.6%. Students who reported increased perceptions of adult support across the school year were 76.3% less likely to report feeling unwelcome or uncomfortable at the end of the year.

Implications for school health policy, practice, and equity: Schools should adopt policies and programs that prioritize intentional adult participation to foster inclusivity and improve recess quality.

Conclusion: Adult support plays a vital role in creating high-quality recess environments, including reducing students' feelings of being unwelcome or uncomfortable.