An international comparison study of the number and length of breaktimes in primary and secondary schools
Bibliographic Data
| ID | 7514622 |
|---|---|
| Authors | Ed Baines (0000-0002-5643-7506, UCL Institute of Education, corresponding author), Helen Macintyre (0000-0001-6791-7903, UCL Institute of Education), Cath Prisk (Learning and Work Institute) |
| Year | 2026 |
| Volume | 15 |
| Issue | 1 |
| Pages | 10-27 |
| Publication date | 2026-01-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Play (JOURNAL) |
| Journal identifiers | ISSN: 2159-4937 • E-ISSN: 2159-4953 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/21594937.2025.2611562 |
| OpenAlex | W7125835337 |
| Language | EN |
| References cited | 24 |
Many schools across the world allow time for students to have some form of break from formal adult-led learning activities. However, there is little understanding of the nature of these times at national and international levels. This survey study sought to examine the number and total amount of time available for school breaktimes, relative to different age groups of children, in different countries across the world. Staff in schools catering for children between the ages of 0 and 18 and participating in ‘Outdoor Classroom Day’ completed questionnaires about breaktimes in their school relative to a specific class experience. Nearly 1800 responses, from over 4,000, were selected for analysis after cleaning and selection. Findings show stark differences both within and between countries with some reporting little or no breaktime, and others reporting different breaktime regimens. Some countries employed short regular breaks in the school day, while others had 1-2 more extended periods. Durations are reviewed relative to the length of the school day. Variations across phases in education are considered with some countries offering the same amount of breaktime for adolescents as for children. Different practices are considered relative to implications for children’s learning, social development, wellbeing and skills.
International comparisons · Primary (astronomy · Primary education · Statistical analysis · Cognitive and developmental aspects of mathematical skills · Education and Technology Integration · Statistics Education and Methodologies
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| Citation velocity | historical |
|---|---|
| Highly cited | No |