Abstract

This study explores various factors that impact elementary students' academic performance and behavior in Kentucky classrooms, with an emphasis on the effects of structured and unstructured breaks. This research analyzes key challenges and opportunities within the state's education system by examining the influence of physical activity, different types of play in classroom environments, structured/unstructured activity procedures, and instructional methods and perspectives on student outcomes. Surveys were distributed to educators from urban, suburban, and rural schools across Kentucky. Educators shared their perspectives on student engagement, classroom behavior, academic achievement, and the effectiveness of different instructional strategies through structured and unstructured play. Additionally, scholarly sources were reviewed to support the study’s claims and provide a broader educational framework. Preliminary findings suggest that structured and unstructured breaks affect student behavior and academic performance in distinct ways. Structured breaks, such as guided movement, and mindfulness exercises enhance focus and minimize behavioral disruptions. Unstructured breaks, including free play and social interactions, foster creativity and peer relationships. However, the impact of each approach likely varies based on factors such as classroom dynamics, student needs, and instructional objectives. This study offers insights on balancing different types of breaks optimizing both behavioral and academic outcomes in Kentucky’s elementary schools.

Semester/Year of Award

Spring 2025

Mentor

Marie Manning

Mentor Department Affiliation

Teaching, Learning, and Educational Leadership

Access Options

Open Access Thesis

Degree Name

Honors Scholars

Degree Level

Bachelors

Department

Applied Human Sciences

IRB Approval Number (if applicable)

FWA00003332

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