September 29, 2022 By Carol Britton Meyer
After a number of parents reached out to the Hingham Anchor with concerns about a recent schedule change for elementary students in grades 3 to 5 that eliminated one recess, Supt. of Schools Dr. Margaret Adams explained the reasoning behind that decision to the Hingham Anchor.
"Last year, the district worked with a consultant across all four elementary schools to create templates for elementary schedules that were needed to support the district's goals for the implementation of multi-tiered systems of supports to meet the academic and social and emotional needs of students," Adams explained.
"The process included meeting with faculty to gather input and insights into the process."
The schedule templates included how to structure time so that each school could provide extended literacy and math blocks to support the needs of all learners, according to Adams.
"In addition, the schedule provided for time for important social emotional learning lessons," she said. The work also included looking at the teaching and learning minutes that are required by the Department of Elementary and Secondary Education.
In this new schedule, all students receive one 15-minute recess and one snack time, as well as a lunch period. This year, students in grades 3 to 5 no longer have a second recess, which was 15 minutes long.
"Being conscious of this change, our elementary teachers have provided for increased opportunities for breaks and movement throughout the school day," Adams said.
Mallory Wuori, a Norwell fourth-grade teacher who has three children in Plymouth River School, feels that as the result of the loss of one 15-minute recess, third- through fifth-grade students are missing out on an "important social-emotional piece."
Children need a break, just like adults, Wuori told the Hingham Anchor. "Not a break from learning but from the structure of the classroom for a little while -- and the teachers need a break, too, just to take a few minutes to breathe," she said. "I feel that children who are struggling need a break even more than the ones who are doing really well in school."
Wuori also noted that when elementary students move on to the Middle School they don't have recess, so it's beneficial for them to have a second recess while they are in elementary school for them to socialize with other students, some of whom may not have playdates or other activities after school. "My third-grader says she misses her friends and needs [that second] break," Wuori said.
Matt LeBretton, the parent of a fifth-grader at South School and also a middle schooler and a high schooler said that while initially his son wasn't happy with the elimination of an outdoor recess, he now seems happy with the indoor break time in its place "because students are still able to engage with one another."
Ultimately, he said, "I have a lot of faith in our educational professionals to make decisions that are in the best interests of our students and who ensure that our kids get the best education and social-emotional opportunities possible."
Adams encourages any parent or caregiver with concerns about their child to communicate with their child's teacher or principal.
As a parent, I am disappointed in this decision. But I recognize that I am not an expert in childhood education. However, the HPS elementary teachers are experts. I would be very interested to know what they think about the recess elimination.
What are the “important social emotional learning lessons” that needed to be fit in?
I second this question. Would be great to understand the specifics.
I think the important social and emotional learning takes place in unstructured time when children can connect with each other. Something they weren’t able to do for over the year they barely had school and the year and a half with masks. Also, after trying to do as much outside as possible, they are now being told to be inside as much as possible. I think playing outside unstructured serves the children best for social emotional skills.
They’re encouraging teachers to provide more opportunities for breaks and movement but yet banning them from the most important social/emotional piece that they missed out on throughout the whole pandemic? Being able to socialize and connect with their peers and blow off steam is the most important piece of the puzzle for their mental health, and yet that’s exactly what Dr. Adams is robbing them of with her new decision…
This is the largest collection of nothing speak out of the superintendent’s mouth based upon a consultant. Kids are suffering depression in record numbers!!! Kids need down time not better scores to make a new superintendent look good. Why did they bring in a consultant in the first place? What multi-tiered systems of support were needed? As a grandparent of a student and former long term resident, I’m calling shenanigans. If there is a good reason state it clearly. Otherwise, reverse the decision.
Sounds like our educators are still being given the freedom and flexibility to offer what amounts to a second recess in the form of unstructured down time on an as needed basis to get that extra social emotional time in. I trust and love my kids’ teachers and am very grateful for how hard they have been working.
What are the KPIs that were identified as being below some level that led to a strategy of eliminating the second recess? Are there KPIs being tracked to see if whatever they are trying to fix is working? Is there any data being collected to see if this schedule change is having a positive or negative effect on the children? There is a TON of research out that indicates this might be a bad idea. This seems to be some new schedule that was developed by the “consultant” and others stake holders, none of which were parents or the school committee. The goals of this new schedule are a mystery and are seemingly not available to the parents. The entire schedule was overhauled – and we are just figuring this out in October. What is in the best interest of these kids seems to be the last thing considered when these changes were made. Might not have even been considered at all. Maybe it was. It would be very nice to know. But the response along the lines of “trust us we are doing the right thing for your kids” does not fly. What’s the problem? What’s the data we are concerned about? Here is our strategy. Here is how we are going to evaluate and make adjustments. Explain the decision and evaluation process. Include the parents. Is this helping or hurting our kids?
When I was in school we had 3 recesses one in morning from 10:30-10:45 one at noon from 12-1230 and one in afternoon from 2:15-230 we had pe rotation schedule every other week Monday Wednesday and Friday then flipped Tuesday and Thursday. I think they should keep it at 3 all throughout elementary