Getting students going; How do brain breaks impact student learning in school?
Major
Educational Studies
Submission Type
Poster
Area of Study or Work
Educational Studies
Faculty Advisor
Leah Nillas
Location
CNS Atrium
Start Date
4-11-2026 8:30 AM
End Date
4-11-2026 9:45 AM
Abstract
“Taking brain breaks throughout the day can help your students re-energize and re-focus after long periods of activity in the classroom” (Thomas, 2020, p.1). This research study highlights the effects of brain breaks when used in classrooms. A brain break is a brief, purposeful pause from instruction that allows students to engage in movement or calming activities in order to reset their attention, reduce mental fatigue, and return to learning with improved focus and engagement. The data in this study was collected through systematic observations and analysis of student work completed during student teaching in a second-grade classroom. Observational notes focused on student engagement, attention levels, and overall classroom behavior before and after brain breaks were implemented. Student work samples were also reviewed to identify patterns in productivity and task completion. The findings indicated that when brain breaks were consistently incorporated throughout the school day, students demonstrated increased on-task behavior, improved focus, and greater sustained attention during instructional periods. Overall, the results suggest that regular brain breaks positively supported both student engagement and academic participation.
Getting students going; How do brain breaks impact student learning in school?
CNS Atrium
“Taking brain breaks throughout the day can help your students re-energize and re-focus after long periods of activity in the classroom” (Thomas, 2020, p.1). This research study highlights the effects of brain breaks when used in classrooms. A brain break is a brief, purposeful pause from instruction that allows students to engage in movement or calming activities in order to reset their attention, reduce mental fatigue, and return to learning with improved focus and engagement. The data in this study was collected through systematic observations and analysis of student work completed during student teaching in a second-grade classroom. Observational notes focused on student engagement, attention levels, and overall classroom behavior before and after brain breaks were implemented. Student work samples were also reviewed to identify patterns in productivity and task completion. The findings indicated that when brain breaks were consistently incorporated throughout the school day, students demonstrated increased on-task behavior, improved focus, and greater sustained attention during instructional periods. Overall, the results suggest that regular brain breaks positively supported both student engagement and academic participation.