Imagine that a student informs a playground supervisor that they have been trapped in the playground treehouse by other students and shoved to the ground on multiple occasions. Some responses that the student might receive after reporting this to a teacher might be:
Whatever the intention, the impact of these responses puts undue burden on a child and excuses the adult and the school for insufficient supervision. Responsibility is often placed on children to report bullying and misbehavior, rather than the adults being accountable for actively supervising students.
Those concerned with student safety and child safeguarding may want to look into this issue further. Why and where is supervision the poorest at school? What are the consequences and emotional costs of poor supervision? What constitutes sufficient supervision, and who are we entrusting with supervision responsibilities? Why do we put unreasonable expectations on children who have been mistreated? These reflective questions are difficult but necessary.
Perhaps teachers do not have enough breaks, so they use supervision time to check-out emotionally. Or maybe staff do not understand the impact and importance of their supervision. Some schools rationalize poor supervision by suggesting that it is good for students because it gives them opportunities to learn to work conflict out on their own. This philosophy sounds reasonable in theory, but reality proves otherwise. Due to poor adult models and personal inexperience, students are left to use maladaptive conflict resolution strategies with no adult guidance to indicate the repercussions of these actions.
To tackle these challenges, let’s take a look at the impact of poor supervision, the varying levels of student supervision, and how we can improve supervision at school.
Impacts of Supervision During Recess
First, let’s dispense of the myth that leaving children to themselves socially is helpful for them. Children need guidance so that they can learn to use healthy and helpful strategies for their conflicts and problems. Most children are not simply born with healthy strategies at their disposal. They must learn these strategies through observing positive models and guided practice.
Poor supervision puts the most vulnerable students at risk. An unintentional Lord of the Flies situation is created, where power differences can play out unchecked in the playground. For our neurodiverse students, the half hour of recess time can become a social and emotional battleground rather than a place for healthy exercise and fun. If you are a primary teacher, you have probably noticed that children sometimes return to your classroom from recess unregulated and upset. With appropriate and active supervision, this unnecessary regularity can be minimized.
A number of researchers have studied the impact of poor supervision. Dunlap and Fox (2011) noted that poor supervision can bring increased negative behaviors, including exclusion and rough play. Insufficient supervision also increases the likelihood of injury (Morrongiello & McArthur, 2018). In contrast, engaged supervisors can lead to more engaging and positive play experiences for children (Massey et. al, 2018). Lamb and Brown (2016) noted that attentive supervision can help reduce anxiety and increase children’s emotional wellbeing during recess.
Dr. William Massey, whose research has focused on play and healthy development, said, “A lot of my previous research shows that adults are one of the most important entities on the playground. One of the most important things is: Do adults model and encourage positive interactions with the students, and do they actually engage with the students themselves? The more adults engage with and play with the students at recess, the more kids play, the more physical activity there is and the less conflict there is” (Rosbach, 2021).
The Spectrum of Supervision at School
Supervision cannot be simply labeled “good” or “bad.” The children’s age, play environment, adult competency, adult awareness, and other factors determine the quality of supervision. The following range of descriptors can facilitate discussion and self-reflection about the quality of supervision that occurs at your school:
Neglectful - Passive - Inconsistent - Reactive - Present - Directive - Over-Involved
Neglectful: This describes a situation where the adults are not attentive or supportive. Adults may be absent from the situation or distracted by their phone or other duties.
Passive and Permissive: The adults are physically present, but not actively involved or supportive. This can occur when adults do not know how to supervise properly, and thus they may tend to passively wander.
Present and Proactive: The adults are aware of their duties and responsibilities. They are present mentally, and frequently scan the area. They model and encourage positive interactions with students. Supervisors predict how small problems can escalate, and work to guide students toward peaceful solutions. Playground expectations are understood, and the teachers can act in a supportive role rather than a punitive one.
Directive: The adults are present and also frequently give mandates and direction. Students are told what to do rather than guided. Student choice and autonomy is trumped by a supervisor’s desire for student compliance.
Over-Involved or Helicopter: The adults over-invest in the student conflicts and are overly directive. They intervene when it is unnecessary to do so. They limit student choice and overemphasize their presence and role on the playground.
Where are you and your school on the spectrum of supervision? How can you move closer to being present and proactive? Though each adult can exhibit a range of these supervision behaviors in a block of time, we can strive for present and proactive supervision as much as possible.
What is Required for Healthy Supervision
In order to encourage more teachers and staff to adopt more present and proactive supervision behaviors, a number of school steps are required. On a practical level, the play environment should be periodically assessed for safety. The ratio of students to teachers must be low enough so that supervisors are not overwhelmed by the sheer number of students in their care. Additionally, any staff or teachers that are tasked with supervising children need the following basic competencies and trainings:
Consider utilizing the following resources to assess your school’s recess supervision, and support teachers as they learn to be present and active during unstructured times:
• https://www.yourtherapysource.com/blog1/2024/05/14/recess-supervision/
• https://www.playworks.org/wp-content/uploads/2019/05/GRF-Training-Manual-Educator-PDF-1.pdf
Moving Forward
The way we supervise students during recess shapes the atmosphere of these play environments. It can be the difference between a chaotic, unsafe location for children, or a safe area for growth and kindness. Considering that many hours of the school week are dedicated to recess time, it is well worth an investment of our time, resources, and training to create a safe space there for students. Greater focus on sufficient and appropriate supervision for our young students will have a significant positive impact on the wellbeing and inclusive environments at our schools.
References
Dunlap, G., & Fox, L. (2011). Effective supervision and intervention during recess for promoting positive peer relationships. Beyond Behavior, 20(2), 18-25.
Lamb, M. E., & Brown, A. L. (2016). The role of supervision during recess in supporting children's mental health. Journal of Applied Developmental Psychology, 45, 24-33. https://doi.org/10.1016/j.appdev.2016.03.001
Morrongiello, B. A., & McArthur, B. A. (2018, October). Parent supervision to prevent injuries to young children. In R. E. Tremblay, M. Boivin, & R. D. Peters (Eds.), Encyclopedia on Early Childhood Development (Topic ed.). https://www.child-encyclopedia.com/parenting-skills/according-experts/parent-supervision-prevent-injuries-young-children
Massey, W., Stellino, M., & Fraser, M. (2018). Individual and environmental correlates of school-based recess engagement. Preventive Medicine Reports, 11, 247–253. https://doi.org/10.1016/j.pmedr.2018.07.005
Rosbach, M. (2021, April 13). Recess quality influences student behavior, social-emotional development, OSU study finds. Oregon State University. https://news.oregonstate.edu/news/recess-quality-influences-student-behavior-social-emotional-development-osu-study-finds
Dallin Bywater is an international school counselor on hiatus. He has presented for parent and teacher workshops and has published articles on a range of topics related to student mental health.
