Play with Purpose: Using Recess to Build Belonging and Community

By Michael Tauscher

On a crisp fall morning at University School of Milwaukee, the Lower School playground hums with energy. A group of 2nd graders dash across the blacktop, playing a spirited game of foursquare. When the ball rolls out of bounds, two children stop, lock eyes, and—without adult intervention—resolve the moment with a playful game of "Rochambeau,” or rock, paper, scissors. The game resumes, uninterrupted, with both children accepting of the outcome.

It may look like ordinary recess, but something more intentional is happening here. Thanks to Playworks, a Wisconsin-based nonprofit focused on creating safe and inclusive play environments, USM’s youngest Wildcats are learning life skills in the most joyful of classrooms: the playground.

Why Recess Matters

For many parents, recess might feel like a simple break in the school day—a chance to burn off energy before returning to math or reading. But, as Maggie Shanahan, program manager for Playworks in Milwaukee explains, recess is a powerful extension of learning.

“Play is the foundation for building cooperation, resilience, and problem-solving,” Shanahan says. “When children know how to include others in a game or resolve a disagreement with kindness, they’re practicing skills that carry into the classroom and beyond.”

Playworks is built on the belief that every child deserves the opportunity to play every day. At USM, this mission dovetails seamlessly with the school’s commitment to nurturing the whole child.

A Vision for the Lower School

When USM began exploring new ways to strengthen its recess program, Assistant Head of Lower School Gina Bongiorno saw an opportunity. “We have always valued recess as an essential part of the day,” Bongiorno explains. “But we wanted to ensure that it wasn’t just free play—it was purposeful. We asked ourselves, 'How can recess reflect the same values we teach in the classroom: kindness, respect, and inclusion?' Playworks became the answer.”

Through structured games, clear routines, and a consistent set of expectations, Playworks transforms recess from potential chaos into a community-building experience. Rather than viewing playground disagreements as problems, USM faculty and children now see them as chances to practice important social-emotional skills.

Teaching Games, Building Skills

At the heart of Playworks is a set of engaging, easy-to-learn games designed to maximize inclusion. Every child can participate—whether they are athletic, shy, outgoing, or new to the school. The rules are simple, the pace is quick, and the emphasis is always on fun.

But beneath the fun lies something deeper. Playworks equips children with tools for conflict resolution. Instead of escalating arguments over who was “out” in foursquare, children learn to quickly resolve disputes with "Rochambeau,” (a playful round of rock-paper-scissors). This keeps games moving and gives children a sense of agency.

“Recess used to be a place where conflicts sometimes carried over into the classroom,” Shanahan notes. “Now, children arrive back at their desks more focused and ready to learn because they’ve had a positive experience outside.”

From the Playground to the Classroom

The benefits extend well beyond recess. Teachers have noticed smoother transitions, stronger peer relationships, and greater confidence among children who may have previously felt left out of games.

“Playworks is helping us build a common language,” Bongiorno says. “When children use ‘Rochambeau’ or invite someone new into a game, they are reinforcing the very values we highlight in the classroom. It’s consistent, it’s intentional, and it strengthens our entire school culture.”

For parents, the impact may show up at home in subtle but meaningful ways: a child who is more willing to take turns during a family board game, or one who shows resilience after losing a round of soccer in the backyard.

Training for Lasting Impact

Playworks coaches visit schools to provide on-site training and ongoing coaching to faculty, ensuring the approach becomes woven into the fabric of the school’s daily life. "Our coaches spend time modeling games, teaching conflict-resolution strategies, and supporting staff as they adapt the routines,” Shanahan explains. “That way, the culture shift is sustainable. Recess becomes a place where every adult and every child knows what to expect.”

Bongiorno agrees. “The partnership has been invaluable because it empowers both our teachers and our children. This isn’t just a program done to us—it’s something we own together as a school community.”

Parents as Partners

USM also recognizes that families play a critical role in reinforcing these lessons. Parents may hear their children talk about new games at the dinner table or see them resolve sibling disputes with “Rochambeau.” “Parents can encourage these skills at home,” Bongiorno suggests. “The more children see that problem-solving and kindness are valued everywhere—not just at school—the more natural it becomes.”

Shanahan adds that parents are often surprised at how much social-emotional learning is embedded in play. “It may look like fun and games, but it’s also cooperation, empathy, and leadership development. That’s something every parent wants for their child.”

Looking Ahead

As USM continues its partnership with Playworks, both Bongiorno and Shanahan see even greater possibilities. Future goals include expanding leadership opportunities for older Lower School children, introducing student “junior coaches” who help facilitate games, and deepening the integration of Playworks strategies into classroom life.

“Recess sets the tone for the rest of the school day,” Bongiorno reflects. “When children feel safe, included, and joyful, that energy carries into everything else they do. Playworks helps us ensure that every child has that foundation.” For Shanahan, the vision is simple: “We want every child at USM to step onto the playground and know they belong.”

About Michael Tauscher:

Michael Tauscher has served as the head of Preschool and Lower School at University School of Milwaukee since 2015. Born and raised on a family-owned farm in Pulaski, Wisconsin, he holds a bachelor’s degree in elementary education and a master’s degree in educational leadership. With 24 years of experience as an educator, including 17 years as an administrator, Tauscher has worked in early childhood, elementary, and middle school settings, including teaching 3rd, 4th, and 5th grades and gaining international teaching experience in Kyoto, Japan.