The Influence of a Recess Intervention on Children’s Sense of Belonging and Enjoyment
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
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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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it