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Educating the Student Body
(Ward, 2011; Slater et al., 2012). Additional barriers to enacting effective 
policies include a lack of earmarked resources devoted to policy implemen-
tation, principals’ lack of knowledge of the policy, and no accountability 
mechanisms to ensure policy implementation (Belansky et al., 2009).
In addition, the National Association of Early Childhood Specialists 
in State Departments of Education (2002) identifies issues of student 
safety, lack of adult supervision, potential lawsuits for injured students, and 
potential for children to come into contact with strangers entering school 
grounds as barriers to recess. Elementary school principals responding to 
the above-referenced RWJF (2010) Gallup survey also cited liability and 
safety issues, as well as access to space and weather.
Strategies for Reviving Recess 
Several strategies can be used to promote recess in schools, along 
with engagement in physical activity among youth participating in these 
programs. First, it is necessary to provide a safe environment with ample 
recreational equipment to encourage physical activity. Additionally, regula-
tions should be in place to ensure that schools offer at least 20 minutes of 
recess per day. It is imperative as well that training be provided to recess 
supervisors and staff, with a focus on both safety issues and ways to inter-
act with students to better promote physical activity. Recess is not a com-
mon occurrence for secondary students; however, they could participate 
in a civic- or service-oriented program whereby they would oversee and 
engage in recess for local elementary schools.