For generations, recess was treated as a privilege—something students earn through good behavior or academic productivity. When instructional time is tight or discipline issues arise, recess is often the first thing to go.

Yet this trend has been questioned for over 20 years in educational circles. Largely because a growing body of research in child development, along with emerging state legislation across the United States, suggests that this traditional approach may no longer be defensible. Increasingly, medical experts, public health researchers, and policymakers argue that recess is not a reward for compliant students.