In the 2025-2026 school year we partnered with 47 teachers serving >1,000 students across nine school districts, representing diverse geographies (California, Michigan, Illinois, Costa Rica), socioeconomic backgrounds, and student populations. 

 

Teachers completed pre/post 1-7 Likert-scale ratings of student outcomes and teacher experience. Results from daily use of the Recess Reset animated curriculum for three continuous weeks show statistically significant improvements across all four outcomes. Using paired t-tests across 38 matched pairs, we find significant reductions in:

 

student difficulty focusing after recess 

(M_pre = 5.05, M_post = 3.16, t(37) = 7.34, p < .001, Cohen's d = 1.19, very large effect size), 

 

student dysregulation 

(M_pre = 5.29, M_post = 2.92, t(37) = 7.59, p < .001, d = 1.23, very large effect size), 

 

teacher-reported stress 

(M_pre = 5.32, M_post = 3.47, t(37) = 7.58, p < .001, d = 1.23, very large effect size),

 

teacher-observed student stress 

(M_pre = 4.50, M_post = 3.05, t(37) = 4.85, p < .001, d = 0.79, large effect size).

 

On 1-7 scales, teachers agreed the curriculum helped students:

 

​feel calm after recess (M = 5.8, SD = 1.1), 

focus in class (M = 5.6, SD = 1.1), and

enjoy participation (M = 6.2, SD = 1.1).