Challenges and Opportunities of School Recess in 21st Century Education: A Literature Review

School recess has been presented in the literature as a key space for socialization, informal learning, and citizenship development, although it has traditionally been conceived as a marginal time for rest. The purpose of this article was to conduct a critical narrative review to examine the challenges of recess in 21st-century education, with particular attention to inclusion, gender equity, and the pedagogical design of the space. A qualitative approach based on documentary analysis was adopted. To this end, five scientific articles published between 2020 and 2025 in indexed journals were reviewed, selected for their relevance and timeliness. The analysis was conducted using the thematic content technique, which allowed for the identification of emerging categories and patterns. The results showed that recess constitutes a pedagogical, emotional, and civic setting, but it experiences tensions related to the hidden curriculum, gender dynamics, lack of planning, and architectural limitations. At the same time, innovative experiences such as Active Patios and Transformem els patis have demonstrated positive impacts on equity and coexistence. It has been concluded that redefining recess as an inclusive and democratic space requires a combination of universal design, teacher training, and community participation