Kristian West

I am a mom of two public school students and a Doctor of Physical Therapy who has worked for the past 15 years in a number of New Hampshire public schools, serving children and young adults ages 3–22 with a wide range of needs. I am also a State Chapter Leader for Say Yes to Recess New Hampshire. I am writing in strong support of HB 1507 because it recognizes recess as an essential part of a healthy, effective school day for students grades K-6. Recess supports children’s physical, social, emotional, and cognitive development in ways that directly benefit the classroom environment. When students have regular opportunities to move, play, and interact with peers, they return to instruction more focused, regulated, and ready to learn. Teachers report fewer disruptions, improved attention, and more efficient use of instructional time. For recess to provide these benefits, it must be intentionally protected. This includes specifying a daily minimum of at least 45-60 minutes, so students have sufficient time to physically and neurologically reset. Recess should take place outdoors whenever conditions are safe, as outdoor play offers unique sensory and movement experiences that support physical and mental health. Recess should be complementary to physical education, not a replacement for it. Unlike physical education, recess is unstructured, intrinsically motivating, and not teacher-directed, while still being appropriately adult supervised. Recess must also be screen-free to allow for genuine social interaction, imaginative play, and the development of communication, cooperation, and problem-solving skills. Recess should not be withheld as punishment, as behavioral challenges often reflect unmet needs and gaps in skill development that are supported through movement and play. When these conditions are in place, recess functions as a support system for learning rather than a break from it. Recess also plays an important role in equity. For many children, especially those without access to safe outdoor spaces or organized activities outside of school, recess may be their only consistent opportunity for daily physical activity and unstructured peer interaction. Ensuring access for all students helps create more inclusive and supportive school communities. HB 1507 reflects what research, educators, and families consistently observe: when children’s developmental needs are met, learning improves. Recess does not compete with instruction; it strengthens the conditions that allow instruction to be successful. I urge the committee to support HB 1507 and invest in a school day that aligns with how children learn, grow, and thrive. Thank you for your consideration.