Facilitating peer help at recess

Recess is an important part of the school day. Many schools have paraprofessionals and volunteers supervising these periods that are often not trained in social emotional skills; however, anyone in charge needs to be actively encouraging kindness and respect.  It is very helpful if the counselor works with classroom teachers to set playground expectations early in the school year.  Recess rules should be taught and practiced. Some specific behaviors to teach are: 1) how to line up; 2) what to do if someone gets hurt; 3) how to manage equipment, 4) sportsmanship, etc.

Once rules are established most students will be able to fill the recess period with social activities, but some children will not be able to figure out who to play with or what to do. Role playing is often useful to teach students how to respond when they notice a peer is alone and not playing.  A variety of options should be presented. For example, model saying "would you like to play ___ with us?" If the solitary child says "No" or does not respond it may help if someone that child knows goes closer and asks, "I usually play __ at recess would you like to do it with us today?" Many schools have a Buddy Bench where children who are having trouble joining in can go sit and peers come up and invite them. This works if a child has enough confidence to go sit on the bench, and the flexibility to agree to try the activity the invitee is playing.

Some students would benefit from a peer buddy during social times of the day. Students new to the school or those with disabilities might benefit from this type of support. I used to have teachers assign a peer buddy for lunch and recess the first 2 weeks a new student was at our school. Many times it worked to change the buddy until the child had sat with and played with a variety of the children in the class (some prefer to only have a buddy of the same gender so ask). 

For children with disabilities ask parents if they would like to try peer support on the playground and then the student if parents agree. Selecting students who naturally like to help may be willing to be a peer buddy. I would suggest coaching 5-6 students in a class with a student who needs a peer buddy and then assigning them just one day a week at lunch and/or recess a week with a substitute. I would observe on the playground and talk to PE teachers to determine several appropriate games or activities. Many times the child with a disability would only stay engaged for the first 10 minutes and then just want to do his or her own thing. I would explain to buddies it was fine for them to leave them alone and join their friends for the second part of recess.