Ann Sciglimpaglia, Head of the Middle School
If you’d entered the KO Field House between 2:00 and 2:30 p.m. on any Friday afternoon this winter, you would have seen 150 adolescents having fun. Amid laughter, conversations and squeals of merriment our middle school students were playing basketball and dodge ball, walking laps, drawing pictures, talking with their friends or simply sitting down and relaxing. You would have seen happy kids.
But why weren’t these students in class?
Give the Kids a Break
Among the many lessons the recent pandemic has taught us is that middle schools students, after hours of supervised, structured experiences in classrooms, advisee groups, musical ensembles, sports teams, clubs and art studios, need the restorative power of unstructured free time. We realized that our students are so scheduled in their daily lives, not only in school, but in outside activities such as music lessons, campus and travel teams, that they need to escape from the daily regimen for a while, move their bodies and connect with their friends.
So beginning last September, we started setting aside half-hour periods when students were free to go outside and, during inclement weather, go to the Field House to rest, play and enjoy time with their friends. Teachers are present at these sessions and sometimes participate in their games and activities, but for the most part the faculty members stay in the background. For that half hour, the students are free to remove their masks and literally take a breather.
Our expansive Field House, with its three basketball courts, bleachers and hospitality room provides plenty of space to play dodge ball, spike ball, corn hole toss, wall ball, volleyball and handball. Students even devise their own games, concoct their own rules, and even set up March Madness-type tournaments. The field house also offers bleachers and a hospitality room where kids can simply sit, relax and interact with their friends.
Enriching Social and Emotional Well-Being
We’ve found that these sessions enhance our students’ social and emotional health. Middle schoolers need this time, not only for rest and play, but also for social interaction. During the pandemic, students have lost valuable opportunities to interact, socialize and work cooperatively, and this unstructured time allows them to freedom to plan, propose and problem solve together, as they negotiate friendships and make their own decisions. They need to talk with one another, resolve differences and figure out how to organize themselves.
This time at school with classmates is especially cherished by Kingswood Oxford students. Because our students live in many different towns and cities, often quite distant from one another, they often don’t have the chance to spend time with their classmates during evenings and weekends. So these sessions provide that opportunity.
A Lift for Learning
While some might wonder whether these breaks consume valuable classroom time or distract students from their academic work, we’ve discovered that these sessions actually enhance their learning. Students return to the classroom after these sessions exhilarated, invigorated, and focused. Our teachers report that students pivot seamlessly from recess to class and are eager to dive back into academic work. This energizes their engagement in learning and makes their classes more productive, purposeful and stimulating.
Our teachers enjoy the chance for a break as well. Most of the teachers spend the break time with the students, enjoying watching them have fun and often chatting casually with them, but some teachers use the free time to catch up on tasks such as preparing for class, calling a parent or responding to emails. Others savor the opportunity to socialize and interact with colleagues. Whether they’re with the students or not, teachers appreciate the chance to decompress for a few minutes during a busy day.
The Pause That Refreshes
In short, building this unstructured time into our middle school day has not only provided a valuable respite for our students and teachers, but also enriched students’ and teachers’ social and emotional health, boosted our academic energy and significantly lifted community morale.