Reset To Refocus: How Classroom Brain Breaks Effects On-Task Behavior and Learning
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
The integration of the brain breaks into elementary classrooms through structured physical activity, cognitive thinking tasks, or lessons that incorporate movement into academic instruction is a key component that leads to improvements in both students health and academic outcomes (Turner, 2017). Brain Breaks, brief structured physical activity embedded within instructional time, increasingly implemented as a strategy to enhance student engagement without limiting instructional time. Classroom use of physical activity is proposed to enhance student engagement, regulate behavior, and ability to focus in learning activities, supporting academic performance. This qualitative study examined the impact of incorporating daily brain breaks in an elementary classroom to determine their influence on student engagement and readiness to learn. Data was collected from anecdotal observational notes, analysis of student work, and individual student surveys from elementary students to observe both behavioral and academic impacts. As educators face an increase in accountability to maximize instructional time, they aim to find strategies that enhance student engagement without limiting instructional time. Brain breaks offer a feasible, low cost and adaptable approach that supports student engagement and academic achievement while maintaining instructional learning, that allows for elementary educators to have a balanced wellness and academic performance.
Reset To Refocus: How Classroom Brain Breaks Effects On-Task Behavior and Learning
CNS Atrium
The integration of the brain breaks into elementary classrooms through structured physical activity, cognitive thinking tasks, or lessons that incorporate movement into academic instruction is a key component that leads to improvements in both students health and academic outcomes (Turner, 2017). Brain Breaks, brief structured physical activity embedded within instructional time, increasingly implemented as a strategy to enhance student engagement without limiting instructional time. Classroom use of physical activity is proposed to enhance student engagement, regulate behavior, and ability to focus in learning activities, supporting academic performance. This qualitative study examined the impact of incorporating daily brain breaks in an elementary classroom to determine their influence on student engagement and readiness to learn. Data was collected from anecdotal observational notes, analysis of student work, and individual student surveys from elementary students to observe both behavioral and academic impacts. As educators face an increase in accountability to maximize instructional time, they aim to find strategies that enhance student engagement without limiting instructional time. Brain breaks offer a feasible, low cost and adaptable approach that supports student engagement and academic achievement while maintaining instructional learning, that allows for elementary educators to have a balanced wellness and academic performance.