Odense Kommune’s Children and Youth Committee met on Tuesday to discuss how to improve school recess, with more adult-led activities such as yoga and open technology workshops.
DR reports that Børne- og Ungeudvalget in Odense debated the framework around school breaks on August 11, 2026. The municipality wants more adult-led activities during recess, alongside room for entirely free play.
Brian Dybro (SF), the city’s børne- og ungerådmand, told DR that the aim is good recesses for all pupils. According to Dybro, free play should still have its place, but more adult-led options can give some pupils a greater sense of security.
Næsby Skole in Odense has already offered yoga and an open technology workshop during breaks, with firmer structures and an adult present. As reported by DR, the school describes its experiences with the arrangement as good.
The technology workshop is staffed by an adult three times a week during breaks. Pupils can get help with 3D printing, use a laser cutter, do crafts, play with small robots and build Lego. Thomas Worre, a teacher and adviser on a project about robot technology and children, says alternatives matter for pupils who do not want to play football or run around the schoolyard.
Joan Funder, who also works in the technology workshop, rejects the idea that adults take over the children’s free play. She told DR that it is only an offer, and that staff see fewer conflicts and pupils meeting across year groups.
School leader René Skousen Pedersen says some children do better with fixed structures around play. Per his account to DR, completely open breaks do not give every child a pause, and a fully free recess can feel like a bombardment of impressions.
Christina Holm Poulsen researches children’s school life and wellbeing and starts next week as a lektor at UC Lillebælt. She says structures during recess are positive, because difficult breaks can start as a small wellbeing issue and then grow larger.
According to Poulsen, recess can occupy a lot of a child’s attention. Pupils may worry whether the next break will be one where they walk around alone, or one where things are difficult with the other children.
Resistance and resources
Poulsen also notes a growing focus on adult activities during breaks, and says the approach can meet resistance. As stated by her, some do not want to interfere with children’s free time, and there are questions about where the resources should come from and what it means for teaching.
She adds that there is a larger focus on preventive work in relation to worrying school absence. In that light, she says, working with recess appears relevant.
DR notes that the committee’s discussion took place on the day of publication, as part of the municipality’s consideration of how recess is organized.
