Associations Between School-Based Recess Interventions and Student Chronic Absenteeism in Low-Income California Schools.

Playworks-exposed schools had a statistically significantly lower proportion of chronically absent students compared to nonexposed schools.

• Playworks-exposed schools had a 0.6% lower proportion of chronic absenteeism than nonexposed schools (95% CI, -1.1 to -0.1)
• The study included 4361 Title I schools from 2022 to 2023 and 2023 to 2024
• 384 schools had Playworks exposure (85 high-dose, 299 low-dose)
• Adjusted regression models were used to estimate differences in the proportion of chronically absent students

Schools with high-dose Playworks exposure demonstrated statistically significantly lower chronic absenteeism than nonexposed schools.

• High-dose Playworks schools had 24.6% chronic absenteeism compared to 26.4% in nonexposed schools
• The difference was statistically significant (95% CI, -2.7 to -0.7)
• 85 schools were classified as high-dose program exposure
• 299 schools were classified as low-dose program exposure

Notable differences in chronic absenteeism associated with Playworks exposure were observed among Hispanic students.

• Hispanic students in Playworks-exposed schools had a -1.95% difference in chronic absenteeism (95% CI, -3.7 to -0.5)
• This was among the most notable racial/ethnic subgroup differences observed
• The analysis was conducted overall and by student race and ethnicity using adjusted regression models

The study was an observational design examining recess-based interventions and chronic absenteeism in low-income California elementary schools.

• The study included 4361 Title I (low-income) schools
• Data spanned two academic years: 2022 to 2023 and 2023 to 2024
• The nonprofit organization Playworks provided the recess-based intervention
• Playworks promotes physical activity, socioemotional development, and positive school climates

The authors suggest recess-based programs may support school attendance and address disparities for students most impacted by chronic absenteeism.

• Districts might consider incorporating recess programs into multi-tiered attendance strategies
• The program showed potential to address disparities particularly for Hispanic students
• The authors note recess-based interventions remain understudied with respect to attendance outcomes