Victimization, Physical Activity, and Affective Outcomes During Recess in Students With and Without Disabilities

Research has revealed that school recess is often challenged by a social landscape that can undermine opportunities for positive interactions and meaningful play. This study assessed differences in levels of inside and outside recess enjoyment, positive and negative affect, peer belongingness, victimization, and physical activity between students with and without a disability. The sample consisted of 337 students in grades 4 through 8 from 14 elementary schools in southern Ontario, Canada. Of these, 31 students reported having a disability and 306 reported none. Data was collected through a 36-item online survey. Results revealed that those with a disability scored significantly (p < .01) higher on measures of enjoyment of inside recess, negative affect, and victimization while significantly lower in positive affect and outside recess enjoyment, peer belongingness, and physical activity. Children with a disability may benefit from a recess climate with more psychosocial supports.