Differences in Schoolchildren's Emotional State after Indoor versus Outdoor Recess in Extreme-Heat Weather
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| Title: | Differences in Schoolchildren's Emotional State after Indoor versus Outdoor Recess in Extreme-Heat Weather |
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| Language: | English |
| Authors: | Allison Poulos (ORCID |
| Source: | Journal of School Health. 2026 96(4). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades Grade 5 Middle Schools |
| Descriptors: | Recess Breaks, Well Being, Mental Health, Weather, Grade 4, Grade 5, Elementary School Students, Heat, Affective Behavior, Recreational Facilities |
| Geographic Terms: | Arizona (Phoenix) |
| Assessment and Survey Identifiers: | Positive and Negative Affect Schedule |
| DOI: | 10.1111/josh.70135 |
| ISSN: | 0022-4391 1746-1561 |
| Abstract: | Background: Children's emotional states are linked to learning and academic success. Outdoor recess is known to support emotional well-being; however, extreme heat can limit access, prompting schools to hold recess indoors. Limited research has examined how recess environments during extreme heat impact children's emotional states. Methods: This cross-sectional study assessed emotional state via a survey of 317 fourth- and fifth-grade students from five elementary schools in the Phoenix Metropolitan Area during 6 weeks of hot weather (95°F-106°F) in August-September 2024. Students completed a brief questionnaire that included the modified Positive and Negative Affect Scale for Children (PANAS-C) immediately after recess, held either outdoors, indoors in classrooms, or in gymnasiums. One-way ANOVAs and post hoc tests were used to assess differences by recess location. Results: Positive affect was significantly higher after recess held outdoors or in gymnasiums compared to classroom-based recess. No significant differences in negative affect were observed across locations. Most recess sessions (75%) occurred outdoors despite high temperatures. Implications for School Health, Policy, Practice, and Equity: Findings suggest that recess held outdoors and in gymnasiums can support children's emotional well-being even during extreme heat. Schools should invest in heat-adaptive infrastructure to ensure equitable access to emotionally supportive recess environments, especially in climate-vulnerable regions. Conclusions: Recess setting matters for emotional readiness to learn during extreme heat. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501472 |
| Database: | ERIC |
| Abstract: | Background: Children's emotional states are linked to learning and academic success. Outdoor recess is known to support emotional well-being; however, extreme heat can limit access, prompting schools to hold recess indoors. Limited research has examined how recess environments during extreme heat impact children's emotional states. Methods: This cross-sectional study assessed emotional state via a survey of 317 fourth- and fifth-grade students from five elementary schools in the Phoenix Metropolitan Area during 6 weeks of hot weather (95°F-106°F) in August-September 2024. Students completed a brief questionnaire that included the modified Positive and Negative Affect Scale for Children (PANAS-C) immediately after recess, held either outdoors, indoors in classrooms, or in gymnasiums. One-way ANOVAs and post hoc tests were used to assess differences by recess location. Results: Positive affect was significantly higher after recess held outdoors or in gymnasiums compared to classroom-based recess. No significant differences in negative affect were observed across locations. Most recess sessions (75%) occurred outdoors despite high temperatures. Implications for School Health, Policy, Practice, and Equity: Findings suggest that recess held outdoors and in gymnasiums can support children's emotional well-being even during extreme heat. Schools should invest in heat-adaptive infrastructure to ensure equitable access to emotionally supportive recess environments, especially in climate-vulnerable regions. Conclusions: Recess setting matters for emotional readiness to learn during extreme heat. |
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| ISSN: | 0022-4391 1746-1561 |
| DOI: | 10.1111/josh.70135 |
