In the Education HQ article published on 29 April, ‘Not enough solid evidence to show brain breaks improve learning: experts’, the findings of a recent Nomanis Notes article weighing up a series of studies on regular ‘brain breaks’ has demonstrated ‘insufficient evidence’ to show it actually boosts learning.
Dr Jennifer Buckingham OAM and Maddy Goto suggest that research charting the effects of physically active breaks on children’s academic achievement and cognitive function show mixed results at best.
“There is mixed but weak evidence of the effect of active breaks and mindfulness breaks on academic achievement. This may be due to the quality of the studies, or differences in the type, frequency and duration of the breaks…” they suggest.
