The Hidden Costs of Replacing Lunchtime with Tutoring

Why Protecting Lunchtime Play Matters for the Future of Education

Yesterday, Education Minister Erica Stanford announced an initiative to provide additional mathematics tutoring for Year 7 and 8 students, with schools given the flexibility to deliver these sessions during lunchtimes or after school. While the intent to support struggling learners is commendable, the suggestion that these sessions could take place during lunchtimes raises significant concerns.

This is not alarmism. The Minister is not proposing an immediate restriction of lunchtimes, but her comments reflect a step onto a slippery slope. In the United States, recess was not eliminated overnight. Instead, well-meaning administrators began making small, incremental decisions—replacing unstructured breaks with additional instruction under the belief that more teaching time would lead to better outcomes. This approach has proven misguided and harmful.

We need to acknowledge this risk in Aotearoa before it becomes reality. Lunchtime, like recess in the US, is not a luxury; it is an essential part of the school day and a fundamental right. Article 31 of the United Nations Convention on the Rights of the Child (UNCRC) affirms every child’s right to rest, leisure, and play. Without vigilance, this right can be gradually eroded.

The Erosion of Recess: A Slow Burn

In the US, recess has been slowly chipped away. Administrators, often under pressure to boost test scores or meet performance targets, began scheduling extra instructional time during recess. Initially, these changes seemed small and reasonable: a few minutes of recess replaced by tutoring, or a play period shortened to accommodate test prep.

Over time, these incremental decisions added up. In many US states, children as young as four or five now have no legal guarantee of recess during their school day. They spend long hours in the classroom with little to no opportunity for outdoor play.

The consequences have been stark. Anxiety and stress among children have increased, while physical activity and fitness levels have declined. Academic gains, the very goal of reducing recess, have been minimal or non-existent. What began as well-intentioned efforts to improve outcomes has instead left children less healthy, less engaged, and less prepared to learn.

New Zealand: A Chance to Learn from Mistakes

In New Zealand, lunchtimes have long been recognised as an essential part of the school day. Our schools encourage children to head outdoors, run, play, and socialise. These breaks are seen as vital for students to recharge before returning to the classroom.

But Minister Stanford’s suggestion raises important questions. Lunchtime tutoring might begin as an option for a select group of children, but it sets a concerning precedent. Once lunchtimes are framed as flexible or expendable, they become vulnerable to further encroachment. It is easy to see how this could escalate: one small group at one school becomes many groups across many schools, until the balance tips, and lunchtimes lose their value as protected time for all students.

This is not a sudden crisis, but a moment to pause and reflect. If we don’t act now, we risk following the same path as the US, where recess has been systematically reduced to the detriment of children’s wellbeing.

Why Lunchtimes Matter

Lunchtime—like recess in the US—is not wasted time. It is an integral part of a supportive learning environment. Research shows that unstructured breaks:

? Improve Focus: Breaks help children reset, making them more attentive and engaged in lessons.

? Support Physical Health: Active play reduces sedentary behaviour and promotes fitness, countering the risks of modern lifestyles.

? Foster Social Development: Playtime allows children to form friendships, practise collaboration, and navigate conflicts in a safe environment.

? Enhance Emotional Wellbeing: Lunchtimes give children a chance to decompress, manage stress, and return to class with renewed energy.

These benefits are particularly crucial for the children targeted by this initiative—those struggling with mathematics. These students often face additional challenges, such as difficulties with social skills, physical coordination, or emotional regulation. Reducing their access to lunchtime play could exacerbate these challenges and make learning even harder.

The Rights of the Child

Protecting lunchtime is also about upholding children’s rights. Under Article 31 of the UNCRC, every child has the right to rest, leisure, and play. Using lunchtimes for additional instruction—even with the best intentions—undermines this right.

In Aotearoa, there is an opportunity to safeguard children’s lunchtimes now, before incremental changes lead to the kind of erosion seen in the US.

Not Alarmist, but Proactive

This is not a reactionary argument. The Minister’s proposal is well-meaning and narrowly targeted, but it reflects a broader misconception: that more instructional time automatically improves outcomes. The US experience shows us otherwise. When play and rest are devalued, the consequences ripple across children’s physical health, mental wellbeing, and academic success.

By acting now to reaffirm the importance of lunchtimes, New Zealand can continue to prioritise a balanced, holistic education for all children. Decisions made today will shape the learning environment for generations to come, and ensuring the integrity of lunchtimes is a vital part of that future.

Dr. Sarah Aiono is the New Zealand representative of the Global Recess Alliance, a collective of educational experts, academics and researchers from around the globe working as a collective to protect children's rights to breaks in their school day. To learn more visit: https://globalrecessalliance.org/recess-statement/

This article was originally posted on the author's substack channel Curiosity Creator. If you enjoyed this and would like to read more - please subscribe via the link here.