What happens during school recess can powerfully undermine or contribute to the education and well-being of students. The Playground Enhancement Project™ (PEP) has been helping to prevent the worst, and to make the most of the untapped potentials of playgrounds as uprevennique learning environments since 1993.

PEP is a proven intervention for 'jump-starting' cooperative game play during school recess.(1) PEP provides schools and programs with field-tested and research-based curriculum resources. PEP's user-friendly resources make it possible for caring adults (professionals and non-professionals) to easily teach age-appropriate group games and game-playing skills directly to students on their playgrounds, in gym and during other play time.

PEP is so much more than fun and games. We admit that game playing sounds trivial. But age-appropriate, cooperative games are a natural way to teach life skills and prevent the kind of aggression and isolation that plagues children on playgrounds. Research shows that cooperative games create a more supportive playground environment, and opportunities for students to learn and practice pro-social skills.(2) Similarly, PEP has been shown to significantly reduce incidents of serious aggression (bullying behavior).(3)

Recess is a time for free, unfettered play. It helps when schools can provide quality climbing structures and games equipment. It helps when teachers talk with students ahead of time about what they can do at recess. It is essential for everyone to know playground rules, and for playground supervisors to monitor play for compliance with rules and safety guidelines. But children still need something more.

Children have not changed. Students still need positive contact with each other. But few know how to make positive contact in a crowded and chaotic playground environment that can feel hostile. Cooperative playground games help.(4) But changes in our culture and in education over the last century have resulted in children not knowing how to play games together successfully.(5) Students are starving for the kind of inclusive and age-appropriate games that we, as a culture, have lost track of. We need game leaders on playgrounds who are ready to teach quality group games to interested students. This does not interfere with their play. It gives them more choices and support.

PEP resources makes it possible for otherwise inexperienced staff and volunteers to come to playgrounds and teach cooperative games and skills to interested students. PEP games (6) have been field-tested over the course of 12 years by students with all skill levels. While playing, students are also taught game etiquette (respect, inclusion, fairness and cooperation), and prosocial skills such as choosing a game, inviting others to play, taking turns, trading roles, and resolving game disputes. Eventually, students can self-direct their own successful game play and share games with others.

Recess is when a high percentage of school bullying occurs at school. (7) Students can easily spend 150 hours of unstructured time on their playgrounds each year. Group dynamics can spin into cycles of fear and negative interactions that leave students feeling bullied and intimidated. Bullying can not always be seen, but it undermines the security and well-being of all students. Chronic isolation and humiliation can lead to deep emotional scarring, an unwillingness to go to school, and violent acting out.(8) A great deal is at stake.

We can not afford to ignore the gap in the attention paid to students at recess. Chronic bullying and social isolation hurts students and education. Dealing with recess complaints and injuries takes up valuable class time, when staff are pressed to meet NCLB test benchmarks. It is no wonder that, reportedly, "40% of elementary schools in the United States are reducing, deleting, or considering deleting recess."(9) But experts agree that eliminating recess is not a solution.(10) Children need recess for many reasons.They need more physical activity as part of reducing epidemic levels of obesity, not less.(11)

If we want different outcomes for students at recess, we need to do things differently. A century ago, the value of "Education through Play" was of great interest in America. (12) School teachers learned games as part of their professional training, and taught them to their students on playgrounds. By the 1960's when PEP founder Teresa Jacobs was in primary school, she recalls that "only one of my teachers taught us a game at recess. It was called Lemonade. It was fun. And because she played with us, I really wanted to learn from her."

It is time for schools to pay more attention to what students are doing on their playground. Are they playing games? If so, can students play them successfully - are they developmentally-appropriate games? Are there enough cooperative games to balance our culture's emphasis on competition (since children need both skills)? Who is available to teach games at recess, and take advantage of all the 'teachable' moments there?

Let PEP help your school seize recess as a unique opportunity to advance the education and well-being of students. PEP serves as a safety net for students who are having trouble fitting in, and a bridge to making new friends. PEP reduces bullying behavior, helps students develop many pro-social skills, and brings more harmony to playgrounds. (13)