In a typical schedule, schools have three breaks (AM recess, lunch, PM recess) with four blocks of learning that last around 75 minutes. With time taken from that for having snack and changing into snow suits, valuable learning time is lost. 

The Balanced School Day is an alternative schedule. By consolidating the two recess periods into one longer break, the schedule has three blocks of learning that last ninety minutes. Research on the Balanced School Day suggests having more time improves learning. The longer breaks allow for healthy eating and daily physical activity.  Each nutritional break includes 15-30 minutes for a healthy, nutritious snack/lunch and 30 minutes for indoor and/or outdoor physical activity.  

Here is our proposed daily schedule. Note that early years (grade 1-4) and middle years (grade 5-8) will have separate outdoor breaks so that that students have more space to play and can engage in age-appropriate activities. In the morning, these age groups alternate time outside. At lunch students get a fifty-five-minute lunch period, alternating who eats and who goes outside first.  

What are the benefits of the Balanced School Day?

There are many advantages to the Balanced School Day schedule, including:

1. More uninterrupted instructional time

2. Enhanced learning environment

3. Improved student concentration and energy levels

4. Greater task completion for both students and educators

5. Positive influence on student achievement and health

6. More time for students to relax and enjoy their lunch

7. Improved physical fitness for both students and educators

8. More time for daily physical activity and play

9. Greater use of school gymnasiums and outdoor playground facilities

Bibliography on the balanced school day model:

Reimer, Kenneth L. (2022) The Balanced School Day and Teacher-Student Connections: Canadian Classroom Teachers Perspectives. International Journal of LEarning and Teaching Vol 8., No.4 December 2022. University of Winnipeg.https://www.ijlt.org/uploadfile/2022/10-E105.pdf

Clark, A. F., Wilk, P., & Gilliland, J. A. (2019). Comparing Physical Activity Behavior of Children During School Between Balanced and Traditional School Day Schedules. Journal of School Health, 89(2). https://doi.org/10.1111/josh.12722

The Critical Importance of a Well-Crafted Daily Schedule. (2020, November 23). Ideas & Perspectives, 45(15). https://isminc.com/advisory/publications/ideas-and-perspectives/critical-importance-wellcrafted-daily-schedule

Dworatzex, P., Macaskill, L., Wu, T., & Salvadori, M. (2013). The Balanced School Day Provides Two 20-minute Eating Periods in Elementary Schools: A Nutritional Benefit or an Obesogenic Environment? Canadian Journal of Diabetes, 37(2). https://doi.org/10.1016/j.jcjd.2013.03.093

Hunsberger, M., McGinnis, P., Smith, J., Beamer, B. A., & O’Malley, J. (2014). Elementary school children’s recess schedule and dietary intake at lunch: a community-based participatory research partnership pilot study. BMC Public Health, 14(156). https://doi.org/10.1186/1471-2458-14-156 

Manitoba Education. (n.d.). Curriculum; Subject Area Time Allotments. In edu.gov.mb.ca. Retrieved April 6, 2021, from https://www.edu.gov.mb.ca/k12/cur/timeallotments.html

Manitoba Education. Chapter 6: Integrated Learning through Inquiry: A Guided Planning Model: Supporting the Multilevel Learning Community. Retrieved April 20, 2021, from https://www.edu.gov. mb.ca/k12/docs/support/multilevel/chap6.pdf

Manitoba Health. (2015, February). Foods in Schools: School Nutrition Policy. In gov.mb.ca. Retrieved April 6, 2021, from https://www.gov.mb.ca/healthyschools/foodinschools/policy.html

Student Achievement Division:  Ministry of Education, Ontario. (May 2013). Capacity Building Series Inquiry-based Learning. In www.gov.on.ca. Retrieved April 20, 2021, from http://www.edu.gov.on.ca/ eng/literacynumeracy/inspire/research/CBS_inquirybased.pdf

Wu, T., Dworatzex, P., Macaskill, L., & Salvadori, M.(2015). Is the Balanced School Day Truly Balanced? A Review of the Impacts on Children, Families, and School Food Environments. Journal of School Health, 85(6). https://doi.org/10.1111/josh.12265