I study elementary school recess, middle school breaktime, and other non-classroom environments in schools. This work is deeply embedded in a partnership with Playworks, a national non-profit organization that aims to provide safe and healthy recess for all children. My 10+ year collaboration with Playworks resulted in a number of publications, including most recently the book Rethinking Recess: Creating Safe and Inclusive Playtime for All Children in School (Harvard Education Press). The book explores the decline of recess during the standards-based accountability era, its revitalization, the challenges faced by schools in creating safe and healthy play environments for children, opportunities for improving recess, and state and local policies surrounding recess. Other publications on elementary school recess include a focus on equity in access to recess as well as the links between recess effectiveness and overall school climate
On April 12, 2023, I testified in the California State Senate Education Committee in support of SB 291, which guarantees universal recess for California’s students up to grade 8. The bill would provide 30 minutes of unstructured recess time for all public school students through 8th grade and bans the practice of withholding recess for punishment, a very common practice. I worked closely with Senator Josh Newman (D, Fullerton) to craft the legislation, which was informed by a policy brief I wrote for the senator and his staff. The bill passed unanimously in the committee.
In 2018, I worked with a team of 25 UCSC undergraduates, a doctoral student and a high school student to explore middle school breaktime. This research was shared with local school districts and we are in the process of writing two journal articles, one focused on how middle schoolers spend their breaks and the other exploring the critical geography of space from an equity perspective.
My research has also explored other aspects of K-12 schooling, including chronic absenteeism, family engagement, the link between physical health and educational outcomes, students’ extracurricular activities and their links to educational outcomes, and youth development in community technology centers.
Key Publications:
London, Rebecca A. and Jeannette Claassen. (2023). “Playing for Keeps: A Long-Term Community-Engaged Research Partnership to Support Safe and Healthy Elementary School Recess.” Forthcoming in Sociological Forum.
London, Rebecca A. (2022). “It is not called recess anymore: Breaktime in middle school.” Journal of School Health 92(10): 968-975.
Hice-Fromille, Theresa, and Rebecca A. London. (2022). “Making Space: Exploring the “Thirdspace” of Breaktime in Middle School.” Youth & Society.
Ramstetter, Catherine L., Ed Baines, Charlene Woodham Brickman, Brendon Hyndman, Olga Jarrett, Rebecca A. London et al. (2022). “Recess in the 21st Century Post? COVID World.” Journal of School Health 92: 941-944
Global Recess Alliance. (2021). “School Reopening? Make Sure Children Have Daily Time for Recess.”
London, Rebecca A. (2021). “The Importance of Recess in California Elementary School Reopening,” Policy Analysis for California Education Research Brief, Stanford, CA.
London, Rebecca A. (2019). Rethinking Recess: Creating Safe and Inclusive Playtime for All Children in School. Cambridge, MA: Harvard Education Press.
London, Rebecca A. (2019). “The Right to Play: Eliminating the Opportunity Gap in Elementary School Recess.” Phi Delta Kappan 101(3): 48-52.
London, Rebecca A. and Dabney Ingram. (2018). “Social Isolation in Middle School.” School Community Journal, 28(1): 107-128.
London, Rebecca A. (2017). “Incorporating Family Engagement Into California School District Accountability Plans,” in Social Justice and Parent Partnerships in Multicultural Education Contexts, eds. Norris, K.E.L & Collier, S. Hershey, PA: IGI Global.
London, Rebecca A. (2016). “Family Engagement Practices in California Schools,” Public Policy Institute of California.
London, Rebecca A., Sebastian Castrechini, and Monika Sanchez. (2016). “The Dynamics of Chronic Absence and Student Achievement.” Education Policy Analysis Archives, 24(112): 1-26.
London, Rebecca A., Katie Stokes-Guinan, Lisa Westrich, and Milbrey McLaughlin. (2015). “Playing Fair: The Contribution of High-Functioning Recess to Overall School Climate in Low-Income Elementary Schools.” Journal of School Health, 85(1): 53-60.
London, Rebecca A. and Oded Gurantz. (2013). “Afterschool Program Participation, Youth Physical Fitness, and Overweight.” American Journal of Preventive Medicine 44(3): S200-S207.
Crump, Casey, Diana Rivera, Rebecca A. London, Melinda Landau, Bill Erlendson, and Eunice Rodriguez. (2013). “Chronic Health Conditions and School Performance Among Children and Youth.” Annals of Epidemiology 23(4): 179-184.
London, Rebecca A. and Sebastian Castrechini. (2011). “A Longitudinal Examination of the Link Between Youth Physical Fitness and Academic Achievement.” Journal of School Health, 81(7): 400-408.
London, Rebecca A., Manuel Pastor, Lisa Servon, Rachel Rosner and Antwuan Wallace. (2010). “The Role of Community Technology Centers in Promoting Youth Development.” Youth & Society 42(2): 199-228.