Breaks are planned moments during a class when students pause their work to rest and regain focus. In all in‑person and hybrid courses, students should receive a break by about the one‑hour point, with additional or earlier pauses as needed based on the context and length of the lesson (Paulson, 2021). Breaks can take different forms including:

• An open break, where students choose how to use their time
• A standing or active break such as stretching or light movement
• A brief micro‑break of one or two minutes, such as simple guided stretches. (McGill’s One-Minute Stretch Breaks is a good example of this).

Research shows several benefits of incorporating breaks into class sessions. The benefits can be classified into three major cognitive, physiological and student wellbeing categories:

Cognitive Benefits:

Break structure and concentration

Incorporating more frequent and shorter micro-breaks can offset learning fatigue and can maintain concentration better than traditional longer breaks (Sharpe et al., 2025). The results of this study explain how break structures can have an impact on student quiz performance during extended lectures.

On‑task behaviour

Broad et al. (2023) found that Classroom Activity Breaks (CABs) can significantly improve on-task behaviors regardless of the time of the day. However, morning breaks seem to be more effective for reducing off-task motor and verbal behaviors, while afternoon breaks tend to reduce off-task passive behaviors like zooning out.

Learning processes

Interleaved practice is a concept where students alternate between different concepts rather than studying one concept at a time. Interleaved practice can support long‑term retention and higher test performance. Dunlosky et al. (2013) found that although blocked practice (e.g., where one concept is studied before moving to the next one) feels easier during initial learning, interleaving is more effective for mathematics, concept learning, categorization, and complex problem‑solving.

Mental break

According to Ginns et al. (2023) sometimes doing nothing helps to re-focus. Their study found that even a break of five minutes spent doing nothing was enough to restore students’ concentration.

Physiological Factors

Sedentary behaviour and physical discomfort

UBC Okanagan’s Take a Stand policy notes that students typically spend 50 to 70 percent of their daily time seated, with lectures being a major contributor. Prolonged sitting during extended classes can lead to discomfort, lethargy, and potential long‑term health risks (UBC School of Health and Exercise Sciences, 2016).

Benefits of physical activity during class

Instructors who integrate physical activity into their teaching report that movement breaks can energize students, increase engagement, and support social interaction. Gilmore, Sullivan, and Hughes (2024) found that participants valued physical activity for learning, even though the broader evidence base is still developing.

Reducing sedentary time

Moulin and Irwin (2017) found that students spent an average of 11.88 ± 3.46 hours a day engaged in sedentary behaviors, which is mostly caused by in-class lectures as the largest single contributor to this sedentarism. Their study identified three themes to engage in a less sedentary lifestyle including access to a gym, student jobs, and walking to and on campus. They also emphasized that taking breaks from sitting is important, noting that reduced sitting time was associated with a 27.5 percent decrease in musculoskeletal discomfort.

Student Wellbeing and Accessibility Factors

Student acceptance and self reported benefits

Standing breaks are well received by students and can support both physical and psychological wellbeing. Paulus et al. (2021) found that in five 90‑minute lectures across a semester, students strongly appreciated a five-minute standing break. About three quarters of the students felt a relaxation of the muscles in the neck and shoulder as well as in the back and the legs. More than three quarters perceived an increase in concentration, receptiveness and retentiveness, motivation, and well-being. Standing and active breaks were more effective than open breaks for improving self‑perceived physical and mental states, although all break types supported cognitive benefits.

Accessibility considerations

The Office of Student Accessibility Services at Lakehead University recommends integrating movement, standing options and mental breaks in order to normalize cognitive and physical pacing for students. The office suggests making faculty aware of this: “accommodation related to breaks during class are provided with the intent to inform instructors that there may be a student in the class that may need to leave class, stand up and move periodically or frequently due to disability and/or medical condition functional limitations” Lakehead University (n.d.).

Brief guided movement options

Initiatives such as McGill Athletics’ One‑Minute Stretch Breaks and the University of Manitoba’s Motion Minutes show that even pauses of one to five minutes can help disrupt monotony, reduce stress, and refresh students’ mental focus.

While it can be challenging to tell students how to spend a break, you can briefly explain the importance of breaks and offer simple suggestions at the start of a break such as “stand up, stretch, step away from your screen”.

Use existing tools and resources

McGill created short stretch videos within its learning management system, and the University of Manitoba’s Motion Minutes offers guided movement videos that instructors can add directly to a lecture.

Include break expectations in the syllabus

Note planned breaks in the syllabus and to allow students stand during class.

Invite student involvement

Hayes (2024) implemented breaks that were led by students across a full semester, which gave students agency and supported a sense of shared ownership in the class.

Check in with students

At Simon Fraser University, instructors check in with students after the first hour about whether and how long to take a break, since needs shift over the term (Provost and VP Academic, 2024).

Plan breaks as part of your lesson

Breaks can serve as natural transitions between topics rather than interruptions to instructional time.

Offer breaks to everyone

When breaks are part of the routine, students who need movement or pauses for disability or health reasons do not have to request them individually (Lakehead Student Accessibility Services).

Athletics & Recreation, McGill University. (2021, February 25). One-minute stretch breaks. McGill Teaching and Learning Services Blog. https://teachingblog.mcgill.ca/2021/02/25/one-minute-stretch-breaks-from-mcgill-athletics-recreation/.

Broad, A. A., Bornath, D. P. D., Grisebach, D., McCarthy, S. F., Bryden, P. J., Robertson-Wilson, J., & Hazell, T. J. (2023). Classroom Activity Breaks Improve On-Task Behavior and Physical Activity Levels Regardless of Time of Day. Research Quarterly for Exercise and Sport, 94(2), 331–343. https://doi-org.proxy.library.brocku.ca/10.1080/02701367.2021.1980189.

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4–58.

Gilmore, L., Sullivan, K. A., & Hughes, B. (2024). Incorporating physical activities in teaching practice. Australian Journal of Education, 68(2), 145-156. https://doi-org.proxy.library.brocku.ca/10.1177/00049441241244553.

Ginns, P., Kim, J., & Zepeda, C. D. (2023). Rest breaks aid direct attention and learning. Educational and Developmental Psychologist, 40(2), 141–150. https://www.sydney.edu.au/news-opinion/news/2023/07/04/5-minute-brain-break-refresh-your-mind-attention-psychology-expert.html

Hayes SM (2024) Establishing the feasibility of exercise breaks during university lectures. Front. Sports Act. Living 6:1358564. doi: 10.3389/fspor.2024.1358564.

Lakehead University. (n.d.). Breaks in class accommodation. Student Accessibility Services. https://www.lakeheadu.ca/students/student-life/student-services/accessibility/resource-faculty-staff/accommodation-information/classroom-accommodations/breaks-in-class.

Moulin, M. S., & Irwin, J. D. (2017). An assessment of sedentary time among undergraduate students at a Canadian university. International Journal of Exercise Science, 10(8), 1116–1129. https://digitalcommons.wku.edu/cgi/viewcontent.cgi?article=1969&context=ijes.

Paulus, M., Kunkel, J., Schmidt, S. C. E., Bachert, P., Wäsche, H., Neumann, R., & Woll, A. (2021). Standing Breaks in Lectures Improve University Students’ Self-Perceived Physical, Mental, and Cognitive Condition. International journal of environmental research and public health, 18(8), 4204. https://doi.org/10.3390/ijerph18084204

Paulson, E. (2021, February 19). Breaks in the in‑person and synchronous online classroom. Teaching and Learning Centre, Conestoga College. https://tlconestoga.ca/breaks-in-the-classroom/.

Provost and VP Academic. (2024, January 15). How instructors are using student feedback to improve their courses. Simon Fraser University. https://www.sfu.ca/vpacademic/news/2024/01/using-student-feeback-to-improve-courses.html.

Sharpe, B. T., Trotter, M. G., & Hale, B. J. (2025). Sustaining student concentration: The effectiveness of micro-breaks in a classroom setting. Frontiers in Psychology, 16, 1589411. https://doi.org/10.3389/fpsyg.2025.1589411.

University of British Columbia, School of Health and Exercise Sciences. (2016). Take a stand policy. UBC Wellbeing. https://wellbeing.ubc.ca/sites/default/files/u9/Take%20A%20Stand%20Policy%20_0.pdf.

University of Manitoba. (2026, May 25). Take a break, get moving: Motion Minutes support energy and focus in teaching and learning at UM. UM Today. https://umtoday.ca/stories/take-break-get-moving-motion-minutes-support-energy-and-focus-teaching-and-learning-um