EVALUATING THE EFFECTIVENESS AND SUSTAINABILITY OF CLASSROOM BREAKS: PERCEPTIONS OF SECONDARY TEACHERS

Many secondary schools face challenges balancing academic rigor with students’ social, emotional, and behavioral needs. Although brain breaks are widely used in elementary classrooms, there is limited knowledge about how secondary teachers perceive and implement them. The purpose of this mixed-methods study is to explore secondary teachers’ perceptions of brain breaks, identify factors that support or hinder their use, and understand how teachers perceive their impact on student focus, behavior, and engagement. Guided by Cognitive Load Theory, Self-Determination Theory, and the Ecological Model of Physical Activity, this study addresses three research questions: teachers’ perceptions of brain breaks, factors influencing acceptance or resistance, and perceived impacts on students. Data were collected from eleven secondary teachers using an online survey with demographic questions, the Teacher Efficacy Toward Providing Physical Activity in the Classroom Scale (TETPPACS), and open-ended questions. Quantitative data were analyzed using descriptive statistics and one-way ANOVAs, and qualitative responses were coded thematically. Results showed that teachers generally value brain breaks for improving focus and behavior but face barriers such as time constraints, classroom management concerns, and limited physical space. Teachers felt more confident when they had administrative support, peer modeling, and clear routines. The study concludes that sustaining brain breaks requires more than teacher buy-in; it depends on supportive leadership and practical training. Recommendations include providing relevant professional development and creating school cultures that normalize brain breaks as part of effective instruction. These findings may contribute to positive social change by encouraging schools to adopt simple practices that help students reset, refocus, and ultimately learn more efficiently.