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It’s time we strengthen the public school system through better mental and physical health, higher social expectations, and quality time in the classroom. Changing the foundational way we do school can be locally controlled and has shown to be a huge benefit to all children. Recess and character skills are essential for promoting a positive whole child development shift.
The way this happens in each school can be a little different, but the end result is the same. Happier, more resilient, less burned out children and teachers who want to be in school. Until children and teachers are the focus of learning instead of a test score, we will continue seeing the same results: mental health decline, cognitive overload, physical chronic diseases, and an inability to socialize with others in person.
Watch this and discover how we improve the health, character and attention span of your students, allowing them to be more effective in the classroom.You’ll also hear from actual teachers and parents, describing their experience with the project.
Four 15-minute outdoor, unstructured play breaks throughout the day.
Daily 15-minute Positive Action® character curriculum lessons in the schools.
WHITE PAPER
For an exciting overview of the LiiNK Project’s groundbreaking research over the last 10+ years, read this white paper by Dr. Debbie Rhea (2024).
As a nation, we have moved farther and farther away from what the child needs in school and focused more and more on what the adults want and expect from children. The U.S. wants to be at the top educationally, but they are going about it the wrong way. Since the 1980s, State and federal education officials have replaced an emphasis on a well-rounded education with an emphasis on standardized test scores. Instead of asking if the standardized tests are reliable and valid or if they accurately measure knowledge versus measuring what students have memorized, they continue to use these tests as a marker of excellence. Standardized tests contribute to a large majority of children exhibiting chronic stress and burnout by third grade (Rhea, 2021). The emotional and cognitive pressures and the extended preparation for a test score versus well-rounded content have removed whole child developmental needs from the elementary school setting.
reduction in student distraction
instructional minutes gained daily
decrease in overweight & obese bodyfat % in one year
decline in chronic stress (children in grades 3-5)
of recess time focused on mid-line crossing physical activities
more likely to be a healthy bodyfat % than obese
increase in positive emotions during unstructured play
higher scores on standardized testing by 4th grade
This is my fourteenth year of teaching. I love the LiiNK Project. But at first, my thinking was ‘How am I going to fit everything into the time that I need to get done?’ As I relaxed about that, so did the students. Now we come in from recess and they beat me into the room. They’re already working by the time I walk in.
We have less time getting [students] on task. They are more attentive, their grades have improved, and I’ve had no discipline reports in five years.
Before LiiNK, I was one of those teachers who was being hit and having things thrown at me. My room was torn up. It was really ugly. When I would try to get to the phone for help, my shirt would be stretched to the wall from kids pulling on it… This year was hands down the easiest year I’ve had with behavior.
For a customized pricing plan, contact us by filling out the form below. The cost will be based on your school or district size, as well as grant possibilities. External funding can bring price down exponentially. Visits to current LiiNK Schools are available.