Breaks and playtime are ubiquitous in educational institutions, including both primary and secondary schools. In other words, this means that in this learning context there are breaks intended for recreational purposes (Blatchford, 1998: 22). According to published studies, in the United Kingdom, breaks should take place in the morning hours, short breaks, and others after the lunch and afternoon breaks, longer breaks. During breaks, pupils and students have different experiences in which they can evaluate their general feelings about school life. According to Lee (2014), “When children are free to play on their own, they can use their imagination. They can interact with each other and develop problem-solving skills, learn to cooperate and share, develop empathy and learn self-control.' Unfortunately, in some schools, precious breaks have been cut short in favor of more academic activities in the classroom. The schoolyard becomes one of the few places where children can engage in free outdoor play with their friends. In short, during the break, friends who do not necessarily come from a common class can engage in sharing experiences and coming up with ideas. relatively new games in a safe environment. It is during this period that crucial and significant networks are created, a period in which spillovers can occur, and this also creates the possibility of devising new conflict resolution strategies (Blatchford, 1998: 22). This is a time when pupils and students are free and it is also a time when independence of social life from the classroom is created. It is during this period that the rules of conduct rely to a large extent on the students and the activities involved... middle of paper... I. & Opie, P. (1969) Children's Games in Street and Playground, London: OxfordUniversity PressSharp S, PK Smith, & P. ​​Smith, (2002) School bullying: Insights and perspectives, London: Routledge.Tizard, P. (1988) Young children at school in the inner city, Oxford: Taylor & Francis.Pelegrini, AD (1995) School Recess and Playground Behavior: Educational and Developmental Roles, New York City: SUNY Press.Play England, (2009) Playday 2009 Opinion Poll Summary: Data on Play in Schools. London: BCN for Play England. http://www.playday.org.uk/pdf/Playday-2009-opinion-poll-Play-in-schools-data.pdf (date accessed: 27/12/13)UMCG, (2012) Additional free benefits for playtime psychosocial development of young children, available at: http://www.umcg.nl/EN/corporate/News/Pages/More_free_playtime_benefits_young_childrens_psychosocial_development.aspx, (date of access: 28/12/13)