The majority of children’s school-based physical activity opportunities take place during recess. This opportunity is vital given that engagement in exercise and physical activity has been shown to improve children’s physical and cognitive health outcomes (Bailey et al., 2013), and is particularly important in children who come from economically disadvantaged backgrounds (Milteer & Ginsburg, 2012). When children interact with peers in physical activities, such as recess, it allows them to develop necessary social and emotional skills such as cooperative goal setting, teamwork, and emotional control (Miyamoto et al., 2015). Despite ongoing claims that recess is necessary for the psycho-social-emotional- and academic development for children, recess is generally assessed by the objective measure of children’s physical activity levels. While activity levels are certainly one element of a successful recess, other aspects, such as safety, adult engagement, autonomy, and inclusion have been overlooked. The Great Recess Framework - Observational Tool (GRF-OT) was developed by practitioners and researchers to allow schools and other stake holders to plan and evaluate recess more holistically.