Key Findings from the International Teacher Survey

In a groundbreaking study published in early 2026, researchers surveyed 130 primary and high school teachers from 25 countries to explore perceptions of school breaks as potential learning opportunities. The findings reveal a strong consensus among educators that recess and lunch periods—often dismissed as mere downtime—play a vital role in supporting student development beyond traditional classroom instruction. Led by Associate Professor Brendon Hyndman from Charles Sturt University's Faculty of Arts and Education, the research highlights how these unstructured moments foster social skills, self-regulation, and even academic readiness.

Participants, predominantly experienced female teachers focusing on early primary years, emphasized that outdoor play during breaks recharges students' focus and builds resilience. One New Zealand educator noted, 'physical strength via play supports academic learning, ability to concentrate, and the importance of risky play […] supports resilience.' This international perspective underscores shared challenges like crowded curricula and accountability pressures across nations including Australia, the US, Canada, UK, and New Zealand.

Average preparation for facilitating learning during breaks rated a mere 2 out of 10, pointing to a critical gap in teacher training programs. This survey arrives at a pivotal time for Australian education, where breaks constitute 12-16% of the school day—roughly 62-82 minutes—prompting calls to reframe 'recess' as integral to holistic learning.

Understanding School Breaks in the Australian Context

Australia's school day structure varies by state and school type, but national data aligns with the survey's estimates. Primary schools typically allocate two recesses and a lunch break, totaling over an hour outdoors, while high schools see a sharper decline in unstructured time despite rising adolescent mental health needs. Extreme weather—heatwaves nearing 50°C or storms—further complicates access, forcing indoor confinement and teacher dread.

The Australian Council for Health, Physical Education, Recreation and Dance (ACHPER) echoes these concerns in its 2024-2026 position statement, recognizing recess as essential for physical activity, social skills, and cognitive growth. Teachers supervise upwards of 4,000 such periods over a career, yet policy often frames it as 'yard duty' rather than pedagogy. For university-based teacher educators, this signals a need to integrate break supervision into initial teacher education (ITE) curricula.

In states like New South Wales and Victoria, guidelines encourage active play, but implementation lags due to funding shortages for playground upgrades. Linking breaks to the Australian Curriculum—via personal, social, and physical education outcomes—could elevate their status.

Global Variations in Break Times and Their Educational Impact

An accompanying international comparison by Baines et al. (2025) analyzed nearly 1,800 responses from 76 countries via the Outdoor Classroom Day initiative. Younger children average 52 minutes of breaks daily, dropping to 40 minutes for adolescents. Finland leads with 19% of the school day (53 minutes), while Australia averages 12% (62 minutes), and the US lags at 8% (36 minutes).

These disparities influence learning: Frequent short breaks enhance concentration through 'short bursts,' while longer periods in Australia and the UK promote collaborative problem-solving. UNCRC Article 31 affirms children's right to play, tying unstructured time to 21st-century skills like teamwork and creativity.

Such data informs university research in education faculties, where academics analyze how break regimens correlate with engagement post-interval.

Benefits of Integrating Breaks into Learning Frameworks

Teachers in the survey unanimously linked breaks to enhanced classroom outcomes. Outdoor exploration builds self-regulation, confidence, and physical health, reducing fidgeting and improving behavior upon return. Studies confirm risky play fosters resilience, while social interactions during supervision cultivate belonging—a buffer against bullying.

• Recharges cognitive focus for academic tasks
• Develops emotional intelligence through peer negotiations
• Promotes physical activity, combating sedentary learning
• Strengthens teacher-student relationships via informal observations
• Supports mental wellbeing, critical in high-stress curricula

For aspiring educators training at universities like Australian institutions, understanding these dynamics prepares them for holistic teaching. Explore career advice for education researchers advancing such insights.

Challenges Teachers Face During Supervision

Supervision demands constant vigilance: scanning for hazards, mediating conflicts, managing injuries, and deciding on inclusive play. Risk-averse choices prevail without guidance, limiting developmental opportunities. Weather extremes exacerbate issues, with Australian teachers citing heat and storms as major barriers.Read the full study

High school declines in outdoor time ignore wellbeing needs, per survey responses. Funding shortfalls hinder playground enhancements, perpetuating inequities.

Gaps in Teacher Preparation and University Responses

The dismal 2/10 preparation rating exposes a curriculum void in ITE programs. Universities must embed modules on play pedagogy, risk-benefit analysis, and coaching prompts like 'What would make this fun for everyone?' Charles Sturt University's research exemplifies leadership here, influencing national standards.

Prospective lecturers in education can contribute via lecturer jobs focusing on pedagogy innovation. Programs emphasizing experiential learning during breaks align with employer demands for versatile graduates.

Policy Recommendations for Australian Schools and Universities

1. Reframe breaks as 'discovery time' in policy documents
2. Provide professional development on inclusive supervision
3. Develop weather guidelines and flexible timetables
4. Invest in outdoor infrastructure via government grants
5. Integrate break learning into teacher accreditation

ACHPER advocates recognizing recess in all teacher training. Universities like CSU are poised to lead, with faculty positions available at university jobs portals.

Case Studies: Successful Break Integration Models

In Finland, generous breaks correlate with top PISA scores, prioritizing play. Australian pilots, like NSW active recess programs, show MVPA boosts. University-led interventions at CSU demonstrate coaching's impact on belonging.

Real-world example: A Victorian primary reframed duty as 'play coaching,' reducing conflicts 30% via prompts.

Future Outlook: Reshaping Education Through Play Research

Emerging trends point to hybrid models blending structured play with free time, informed by TALIS data on teacher workloads. Australian universities must upscale research, training future educators for play-inclusive pedagogies. As mental health crises grow, breaks as learning time offers scalable solutions.

Stakeholders—from policymakers to parents—should advocate for change. Rate your experiences with university professors shaping these fields at Rate My Professor.

Photo by Annie Spratt on Unsplash

Actionable Insights for Educators and Institutions

Start small: Audit break times, train staff on prompts, advocate for funding. Universities: Revise ITE syllabi, partner with schools. Job seekers: Highlight play pedagogy in CVs for faculty roles. Visit higher ed career advice for tips.

This survey catalyzes a mindset shift, positioning play as pedagogy's cornerstone.