Open AccessSchool recess and pandemic recovery efforts: ensuring a climate that supports positive social connection and meaningful play
Author(s) -
Lauren McNamara
Publication year - 2021
Publication title -
facets
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.51
H-Index - 9
ISSN - 2371-1671
DOI - 10.1139/facets-2021-0081
Subject(s) - harm , mental health , pandemic , psychology , public relations , covid-19 , political science , social psychology , medicine , psychiatry , disease , pathology , infectious disease (medical specialty)
As Canada’s schools reopen, attention to healing the school community is essential. Given the considerable stressors of the COVID-19 pandemic, it is unsurprising that recent studies find Canadian children’s mental health in decline. As social connection is tightly entwined with children’s mental health, supporting school-based spaces for quality social interactions and play will be an important postpandemic recovery strategy. Children will need opportunities to re-establish positive social connections at school, and informal spaces such as recess and lunch are an ideal time to afford these opportunities. Yet many schoolyards have long been challenged by social conflict that can interfere with children’s need to connect with peers. Therefore, efforts should be directed not only at mitigating the effects of social harm, but also toward ensuring social and physical landscapes that are meaningful, inclusive, and engaging for children and adolescents of all ages. Recommendations for postpandemic recovery are provided.