WHY PARENTS MATTER PART 6: DOWNTIME ACTIVITIES
THE BENEFITS OF SCHEDULING AND DOWNTIME ACTIVITIES
In this section we will look at the effects of too many structured activities—specifically, those activities directed by others in which the child is engaged. These are different from a child’s self-directed activities.
Structured Activities: What Research Shows
For many children, daily life can be full of activities. School hours are followed by sport practices, music lessons, weekend competitions, tutoring and homework. While some of these activities can certainly be fun and enrich general development, a heavy schedule of events can reduce the time available for cognitive and physical rest.
Psychologists have cautioned that when “every hour” of a child’s day is planned, opportunities for independent problem solving, creativity, and emotional growth are reduced. The Hechinger Report notes that overscheduling can contribute to rising levels of anxiety and exhaustion among school children. (Hechinger Report(
A 2024 study in the Economics of Education Review looked at time diaries from 4,300 U.S. children. The study found that, beyond a certain point, additional structured activities failed to provide academic benefits. Instead, the extra activities began to harm mental health. The effects were strongest for high school students, whose social and emotional well-being declined as the number of scheduled activities increased. (Economics of Education Review).
The study also revealed that the “last hour” of planned activities was often associated with higher levels of anxiety, irritability, and fatigue. As summarized by Youth Today, this pattern resulted in a loss of critical downtime, sleep, and family interaction. (Youth Today) The National Education Association reached a similar conclusion, emphasizing that excessive scheduling of activities lessens children’s chances to unwind and “simply experience being children.” (NEA Summary, 2024).
Self-directed Activities: The Good News
These are startling findings, but it does not mean that all is lost. In fact, other studies have shown that children who spend more time in unstructured activities (where they make their own choices) develop stronger self-control and problem-solving skills. (Barker et al., 2014) Another way of looking at this could be to restate as less-structured activities whereby some adult guidance might be in order—leisure activities.
Psychologists note that self-motivation is a key part of learning. When children have more opportunities to guide their own play or learning, they build a sense of autonomy and confidence that supports long-term motivation. (Ryan & Deci, 2000) In short, giving children time for unstructured/less-structured activities helps them develop focus and an inner drive they need to learn effectively.
Less-Structured activities may include:free play, hobbies, family and social events, drawing, painting, puzzles or photography, to name just a few.
A balance of activities is key to learning.
Read Part 7: Research on the quality of reading instruction in schools.