In this four-year project, Erikson Institute and University of Maryland will conduct the most comprehensive and rigorous study to-date of commonly used “brain breaks” in the classroom, in schools in Chicago and Baltimore.
Teachers intuitively know that recess is not enough, and that children need breaks from learning inside the classroom. We will be conducting a series of studies designed to assess whether K-2 students actually pay attention and learn more from their teachers, when brain breaks such as mindfulness and physical activity are used.
This project is funded by the Institute for Education Sciences.
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