The Influence of a Recess Intervention on Children’s Sense of Belonging and Enjoyment
Bibliographic record
Abstract
School climate has long been understood to influence student success, yet the social climate and playspace of recess is often overlooked in overall school improvement efforts. The Recess Project is a collaborative action research project that aims to improve the social climate of recess through fostering a sense of belonging and enjoyment. We report a mixed-methods exploratory evaluation of the project based on survey data from 784 students in grades 4-8. Quantitative analysis compared scores for belonging and enjoyment between children who attended Recess Project (RP) schools and those who did not NRP. The RP group reported more enjoyment than the NRP group, while sense of belonging was not significantly different between groups. Belonging and positive affect were positively associated with enjoyment scores in both groups, however, these associations were stronger in the RP group. Qualitative analyses revealed children enjoyed recess for the opportunity to socialise and to have autonomy over their activities. Children who did not enjoy recess reported boredom, bad weather and experiences of victimisation. We discuss the implications for future work on improving the quality of the social climate of recess.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".