The Importance of Brain Breaks at Home and at School
I would like to start by saying the information I am providing is from my perspective as an educator, practitioner, and parent of a child with ADHD. I am not a researcher, but have read the work of many who offer practical information for educators. Here is a synthesis of what I have learned and why I have and continue to include brain breaks into my classroom and tutoring sessions. I have listed helpful resources at the end. You can also find an Instagram live that I did with @adhdparent. This post is for parents, teachers, and tutors.
What are brain breaks?
They are brief breaks that allow the brain to reset. These breaks allow individuals a chance to refocus, reflect, and revitalize. They should be planned learning activities that allow a reset within the brain so that any area of the brain that is overloaded or stressed can restore.
When a brain has been involved in the same activity for an extended period of time, it can become overwhelmed to the point that new learning cannot make its way into memory. Our brains are not idle when we rest. It is still making neural connections, making sense of new learning and the world around us, and formulating memories.
Are movement and brain breaks the same?
Many of the brain breaks I use involve movement. Movement is known as a dopamine booster, so I certainly want to include it for my students. Not all of my brain breaks involve gross motor movements, some might be quiet activities. I would answer this with: brain breaks do involve movement and movement breaks do release dopamine which supports the brain, so potentially yes from my educator’s perspective.
Are brain breaks useful in a classroom?
Absolutely! It keeps the pace moving appropriately. Using a brain break can lessen the chance that a student will become overwhelmed and frustrated. If the student has reached that point, it can allow them to re-center and come back to a point where they are available for learning.
How can parents and teachers work together to make sure students receive brain breaks?
I think the first steps are communication and awareness. As a classroom teacher, I appreciated when families gave me insight into their child’s learning. Some educators are familiar with the concept of brain breaks and some might not be. Providing easy-to-read articles that promote the benefits is one place to start. Why do I say easy to read articles? Teachers are willing to put in the work, read the research, and complete the professional development. However, there is a large demand for their time and attention, especially at the beginning of the year. By giving them a concise and applicable tool to read over with suggestions of ideas that could work for your child, and all children, they will be more likely to implement these ideas. I have listed a few sources below. Communicating about your child’s learning profile and how the breaks keep them on track and support their learning needs, is important. I have a letter that I am sending to each teacher to introduce my own child that explains these types of things, but I am still mindful of my child’s privacy. I also volunteer to send a few everyday items that could be used in the classroom. You do not have to spend a lot of money. A few items that cost less than $5-$10 bucks can go a long way.
How long should a brain break be?
You will want to implement the break before the level of frustration or intensity is reached. Typically that is 10-15 minutes for elementary ages students and 20-30 for older students. See the article and book by Dr. Judy Willis at the end of this blog for more on this. The break itself can be a simple 2-3 minutes. It can also be a structured learning activity that does not involve interruption, but rather offers a different type of instruction implementation. See my next blog post for ideas on that!
What are some of my favorite brain break activities?
One of the best ways to decide this is to consider the learning needs and profiles of your students. Which students need active breaks and which need quiet breaks? Have a few in your toolbox. Here are a few of mine. I will make a list here and explain them further in my next post, so keep reading!
Movement: stretching, jumping jacks, walking, wall push-ups, cross-body movement
Meditation or quiet reflection
Theraputty
Humor
Read Alouds
Coloring
Dance and Freeze
Going outside for fresh air
Here are a few types of instructional activities that can be used to give the brain a break or allow a shift:
Snowball Toss
Vote With Your Feet
Gross Motor Tracing
Ball Toss
Sorts/Charting/Categorizing
Activities on the board
Partner work or center work
How does movement influence dopamine release?
Again, this is my reflection as an educator, mom, and tutor. I can direct you to in-depth research if you would like a thorough explanation.
Dopamine is a chemical within the brain that is responsible for many experiences and feelings including positive experiences, good feelings, fight or flight. Dopamine will often increase the desire to stick with something and to persevere because of the positive feeling one receives when it is released. Movement is one way to cause a dopamine release. This movement can be provided in a true 2-3 minute brain break where tasks are paused, or it can be in a planned instructional activity that includes movement.
When our brain is anxious, overloaded, or confused we cannot move new learning into memory storage (read more about an overwhelmed amygdala that goes from a filter to a roadblock). Dopamine can act as a transmitter that restores. In giving movement opportunities, whether that be intentional brain breaks or within instructional planning, dopamine is released. Through this, we can return our brain from being overworked to ready to learn.
What other tasks release dopamine?
The chance to make predictions (and be correct)!
The opportunity to have a choice.
Music!
Optimism
How does this support students?
It can keep them from going past that point of no return or it can bring them back from it. By being proactive you can keep their brains from becoming overstimulated and available for learning. Think of it as an intermission - a rest to replenish.
What types of activities can parents use?
My first suggestion would be to be aware of what types of events or input causes your child to become overwhelmed. I would also be mindful of how long is a good working time before a brain break or shift should be encouraged. It will be helpful to be proactive and not reactive - have a few ideas in mind. Take along a fidget toy or book to keep high-pressure moments from becoming trouble spots. You can also create a flexible routine or some guiding structure. You do not have to be overly structured. However, having some level of predictability and routine will lessen the challenging moments during the day. This is a way to empower your child by giving them systems and strategies that they can grow with and use when you aren’t around.
Practice the strategies with them. Repetition and reinforcement can make these strategies more permanent.
Here are a few other ideas:
Books to read together - schedule times of the day when you can read a short book or a chapter from a book together. Bedtime, naptime, right after dinner are all good times.
Fidgets - Have a few around the house or in designated places for your child to use to help self regulate.
Kids yoga- there are many of these programs available online for free.
Music - set a time of reflection or revitalizing by playing some music that you enjoy.
Color together! Coloring can be very refreshing and a great way to reset!
Check out my Instagram and Facebook pages for brain breaks in action. Come back and read my next post for some of my go-to beaks. Keep reading for resources I find helpful!
Resources:
Research-Based Strategies to Ignite Student Learning
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