The Playground Paradox: An Examination of Belonging and Victimization at Recess During the Playworks Relay Program

Abstract

Positive interactions during recess enhance well-being, whereas social isolation can foster loneliness and victimization. We examined changes in 1,022 third- through fifth-grade students’ belonging and victimization at recess in schools receiving Playworks coach support over one year. Latent growth curve modeling showed significant linear growth in belonging (b=.097, p=.003) and a quadratic trajectory for victimization (b=.029, p=.013). Subgroup analyses revealed a negative intercept–slope correlation, with greater gains among students starting lower. In focus groups, students described recess as a space for connection and a setting where conflict sometimes arises. They reported Playworks fostered a positive recess climate.