Impact and Implementation Findings from an Experimental Evaluation of Playworks: Effects on School Climate, Academic Learning, Student Social Skills and Behavior

  • Mathematica Policy Research and John W. Gardner Center
  • May 2, 2013

Jane Fortson, Susanne James-Burdumy, Martha Bleeker, Nicholas Beyler, Rebecca A London, Lisa Westrich, Katie Stokes-Guinan, Sebastian Castrechini

Summary

A randomized control trial by Mathematica Policy Research and Stanford University found that compared to control schools,

  • Students are more physically active at Playworks schools: There was a 43% difference in the amount of time students spent in vigorous activity during recess at Playworks schools compared to non Playworks schools.  
  • Playworks schools have less bullying: There was a 43% difference in teacher ratings of bullying and exclusionary behavior at Playworks schools compared to non Playworks schools.  
  • Teachers gain valuable time transitioning from recess to the classroom: Teachers in treatment schools reported taking significantly less time to transition from recess to learning activities than teachers in control schools, 34% fewer minutes.
  • Students experience increased safety: There was a positive impact of Playworks on teachers’ reports of students using positive, encouraging language; teachers’ perceptions of the extent to which students felt safe at school; and teachers’ perceptions of the extent to which students felt safe and included during recess, a 20% difference in teacher ratings.
  • Students are more attentive in class: Students at Playworks schools were more likely than students at control schools to report better behavior and attention in class after participating in sports, games and play.

 

Abstract

Teachers in treatment schools reported less bullying and exclusionary behavior than teachers in control schools. There was a positive impact of Playworks on teachers’ reports of students using positive, encouraging language; teachers’ perceptions of the extent to which students felt safe at school; and teachers’ perceptions of the extent to which students felt safe and included during recess. Teachers in treatment schools were less likely to report difficulties in transitioning to classroom learning activities after recess and reported taking significantly less time to transition from recess to learning activities than teachers in control schools. Treatment students were also more likely than control students to report better behavior and attention in class after sports, games and play.

Related Studies


December 8, 2017

Social and Emotional Learning Interventions Under the Every Student Succeeds Act ›

A new review conducted by RAND Corporation and commissioned by The Wallace Foundation found that Playworks stands out among social and emotional learning (SEL) programs for evidence of impact. The review found that the Playworks Coach service is one of only seven elementary school SEL interventions to meet the highest criteria for evidence of impact…

April 11, 2017

The Impact of a Multi-Component Physical Activity Programme in Low-Income Elementary Schools ›

Results from this study provide evidence that school recess can be used to teach social–emotional competencies that can impact student behavior during recess and in the classroom. There were an increased amount of positive interactions between adults and students and a decreased amount of conflict in the playground at Playworks schools post intervention. Results also…

May 1, 2013

Findings from an Experimental Evaluation of Playworks: Effects on Play, Physical Activity and Recess ›

Accelerometer data showed that Playworks had a positive impact on students’ physical activity during recess. Students in treatment schools engaged in physical activity during recess that was, on average, more intense than the physical activity engaged in by control students. Moreover, students in treatment schools spent significantly more time engaged in vigorous physical activity at…