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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
Language: English
Authors: Allison Poulos (ORCID 0000-0002-9645-7691), Umar A. Hassan (ORCID 0009-0003-6480-4606), Kylie Wilson, Peter M. Price, Jennifer Vanos, Jambi Quilla
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
FullText Text:
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PubType: Academic Journal
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  Data: Differences in Schoolchildren's Emotional State after Indoor versus Outdoor Recess in Extreme-Heat Weather
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  Data: <searchLink fieldCode="AR" term="%22Allison+Poulos%22">Allison Poulos</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9645-7691">0000-0002-9645-7691</externalLink>)<br /><searchLink fieldCode="AR" term="%22Umar+A%2E+Hassan%22">Umar A. Hassan</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-6480-4606">0009-0003-6480-4606</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kylie+Wilson%22">Kylie Wilson</searchLink><br /><searchLink fieldCode="AR" term="%22Peter+M%2E+Price%22">Peter M. Price</searchLink><br /><searchLink fieldCode="AR" term="%22Jennifer+Vanos%22">Jennifer Vanos</searchLink><br /><searchLink fieldCode="AR" term="%22Jambi+Quilla%22">Jambi Quilla</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+School+Health%22"><i>Journal of School Health</i></searchLink>. 2026 96(4).
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  Data: 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
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  Data: Y
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  Data: 8
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Recess+Breaks%22">Recess Breaks</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health%22">Mental Health</searchLink><br /><searchLink fieldCode="DE" term="%22Weather%22">Weather</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Heat%22">Heat</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Behavior%22">Affective Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Recreational+Facilities%22">Recreational Facilities</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Arizona+%28Phoenix%29%22">Arizona (Phoenix)</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Positive+and+Negative+Affect+Schedule%22">Positive and Negative Affect Schedule</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/josh.70135
– Name: ISSN
  Label: ISSN
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  Data: 0022-4391<br />1746-1561
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: As Provided
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  Data: 2026
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  Data: EJ1501472
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1501472
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      – Type: doi
        Value: 10.1111/josh.70135
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
    Subjects:
      – SubjectFull: Recess Breaks
        Type: general
      – SubjectFull: Well Being
        Type: general
      – SubjectFull: Mental Health
        Type: general
      – SubjectFull: Weather
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Heat
        Type: general
      – SubjectFull: Affective Behavior
        Type: general
      – SubjectFull: Recreational Facilities
        Type: general
      – SubjectFull: Arizona (Phoenix)
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      – SubjectFull: Positive and Negative Affect Schedule
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    Titles:
      – TitleFull: Differences in Schoolchildren's Emotional State after Indoor versus Outdoor Recess in Extreme-Heat Weather
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