Tennessee lawmakers have recently enacted a law aiming to increase break times for K-5 students. It’s something I, as a former public school teacher in Metro Nashville, can really appreciate. I still recall my middle school teaching days, when I noticed how quickly my students’ attention would wane as the hours dragged on. But then, after they had some playtime, it was like flipping a switch. Their focus improved so much; it felt like they resumed with renewed energy.

This is exactly why the new bipartisan law, which mandates 40 minutes of unstructured play each day for K-5 students, is such a significant win. This change actually prioritizes outdoor play—a fantastic step forward. Previously, the law required 130 minutes of break time weekly, and after modifying the original proposal from 60 minutes a day to 40, it passed with overwhelming support except for one dissenting vote.

As someone who studies cognitive development in young children, I find this law incredibly encouraging. It means more than just additional time for kids to run around. It also allows them to cultivate self-regulation, a vital skill that pays off throughout life.

Self-regulation is all about managing thoughts, feelings, and behaviors. It helps kids tackle challenging math problems instead of giving up, and it aids them in calming down when their emotions run high. Research indicates that children with well-developed self-regulation skills tend to excel academically and enjoy better mental health outcomes. They actually start developing these skills before they even hit kindergarten, but the early school years are particularly crucial. In fact, self-regulation in primary school-aged children is linked to reduced unemployment rates, concerns about mental health, and even criminal behavior later in life.

Now, thinking about the playground makes me nostalgic. That’s where kids really get to exercise and engage in play. Take a game of freeze tag, for instance. Kids have to stop running when they’re tagged and can’t start again until the game allows it. Such activities teach impulse control, which is a significant part of self-regulation. When playing cooperative games, they also learn how to resolve conflicts. Self-regulation can be observed when kids cheer on their friends without throwing tantrums, demonstrating that play is essential for early childhood development.

Thanks to a group of dedicated parents in Clarksville, Tennessee, who initially pushed for longer breaks in their local district, this legislation came about. They formed the “To Recess To Tennessee” movement to advocate for more playtime across the state. With the bill’s passage, they’ve expressed some challenges ahead. Schools are now tasked with rearranging their packed schedules. Rachel Bush, a member of the group, mentioned, “We’re not suggesting cutting reading or math time; we’re just trimming a bit here and there, and more breaks will actually enhance all subjects in the classroom.”

Their efforts follow a trend from 2002 when a law aimed at improving education reduced recess times, especially affecting students from disadvantaged backgrounds. Teachers nationwide have reported behavioral issues in schools, attributing many of these problems to a lack of self-regulation. These are often kids who might not have learned to manage impulses through playful interactions. This new break bill might shift the focus in schools to educating the whole child, and I hope that as kids get more play in their day, lawmakers will seek additional ways to incorporate play into school schedules.

So, how can parents and community members support this movement? Engage with school board members to advocate for more playtime. Back teachers who are including play in their lessons. And, most importantly, celebrate when your child comes home happy and tired from a day filled with learning and play. It’s beneficial for both their well-being and yours.