Today’s children and young people encounter multifaceted challenges, including mental health concerns, reduced physical activity, and persistent inequities in access to sports. As the post-pandemic landscape reshapes our society, physical education (PE), school sports, and physical activity (PESSPA) emerge as critical tools in fostering healthier, happier, and more resilient children and young people. In this article, Dr Sarah MacQuarrie and Dr Alexandra Hennessey spotlight new research conducted in collaboration with the Youth Sport Trust’s “Growth Areas” project.

• Our collaborative research has uncovered a nuanced understanding of how PESSPA can tackle physical, emotional, and social challenges faced by children and young people.
• Although there are severe infrastructural challenges faced by schools to implementing PESSPA, many have devised innovative strategies and inclusive practise.
• Education policy should address both infrastructural barriers but also wider disparities and inequalities.

The urgent case for PESSPA

National data in 2023 and 2024 reveals that only half of children meet the Chief Medical Officer’s daily 60-minute physical activity recommendation. Vulnerable groups, such as girls and students from less affluent backgrounds and SEND groups remain particularly underserved.

2.2 million children (30.1%) do less than an average of 30 minutes a day physical activity. Against this backdrop, PESSPA offers not only physical health benefits but also improved mental wellbeing, resilience, and social connectedness. It should be embedded and recognised as a crucial aspect of education.

Key findings: barriers and opportunities

Our project conducted research across five diverse schools (ranging from urban primary schools to specialised institutions) paints a complex picture. Five schools (two secondary, two primary and one alternative provision school) were recruited. Each was involved in a comprehensive case study where data regarding school and teachers, parents and pupils were collected.

Challenges such as inadequate facilities, socio-economic barriers, and gender disparities were found to hinder participation. Yet, the study recognised schools’ creativity in addressing these issues through tailored programs, community partnerships, and student-centred approaches.

Barriers to access and engagement

We found several barriers to access and engagement. These included infrastructural challenges, with many schools struggling with insufficient or unsafe spaces for activities. For instance, schools with limited green space and a majority of concrete outdoor spaces report limits on outdoor engagement.

Social factors also play a part in deterring participation, including gender stereotypes and body image concerns particularly among girls.

Opportunities for engagement

However, we also found innovative programmes – schools are creating and design flexible responses to challenges offering diverse and inclusive provision. Access to funding and training is essential to continue high quality provision.

Other engagement opportunities involved community collaboration, with partnerships with local organisations enhancing accessibility to specialised sports and activities. Student-centric approaches are capturing, listening and incorporating pupil feedback to ensure PESSPA provision align with interests, boosting engagement.

Addressing the needs of students with SEND

Our findings emphasise the unique challenges faced by students with special educational needs and disabilities (SEND). For example, specialised schools identified how tailored activities such as multi-skills programs and motor activity training enable participation. However, access to appropriate facilities and funding to drive and provide activity remains a significant barrier. Schools also noted the importance of sensory feedback in physical activities for SEND pupils, fostering engagement and confidence.

Moreover, inclusive practices—such as adapting sports to accommodate diverse abilities—demonstrate the potential for PESSPA to serve as a vital bridge in reducing inequities and promoting inclusive practice. Staff’s understanding of pupils’ unique needs, combined with adequate resources, is critical for maximising impact.

Wellbeing, screen time, and physical activity

Our study suggests concerning trends in prolonged sedentary behaviour, with 43% of pupils spending over four hours daily on screens and 23% engaging in extended sedentary activities on average a day.

Within the study, pupil physical and mental wellbeing was generally in line with that reported in national large-scale data. Yet the our research identified some areas of concern, including 7.2% of pupils reporting feeling lonely often or all of the time compared to national trends of 5.5% , and reported pupil happiness was lower at 6.4 compared to national reports of 7.7 out of 10 . The role of physical activity for wellbeing is well documented, and our current study suggests this too.

Wellbeing, school connectedness and resilience were associated with PESSPA, and more so with the enjoyment of, rather than the number of hours undertaken. This suggests the importance of offering a PE curriculum that is enjoyed by pupils and supports pupil confidence to take part.

Physical activity offers a powerful counterbalance to these challenges, enhancing mood, reducing feelings of loneliness. Schools should actively address concerns by integrating engaging, movement-based activities into daily routines. Programs that emphasise the fun and social aspects and create comfortable and accessible opportunities for physical activity can shift behaviours and cultivate healthier lifestyle patterns among students.

A call to action

The research underscores the transformative potential of PESSPA to uplift communities and catalyse generational change. We make the following recommendations for policymakers and educators:

Prioritise infrastructure. The Department for Education should prioritise safe, versatile, and inclusive facilities for all schools. The Department could launch a consultation to include the views of educators, practitioners and school leaders to build a national picture of how this infrastructure in schools needs to be developed and maintained at scale.

Promote equity. Education policymakers should address disparities by tailoring programs for underserved groups, including girls and children with special educational needs. As the Children’s Wellbeing and Schools Bill progresses, there is opportunity to embed this into legislation.

Embed physical activity in school culture. The Department for Education should act to integrate PESSPA across curricula and extracurricular activities, recognising its role in fostering holistic development. Community assets can also be leveraged here and local authorities should support schools to strengthen partnerships with local sports organisations to enhance reach and impact.

Tackle sedentary behaviours: We advocate for the development of policies and programs to drive awareness regarding screen time and promote active lifestyles that are valued by children and young people.

Looking Forward

Our research findings in collaboration with Youth Sport Trust demonstrate how equipping educators and empowering youth hinges on a collective commitment to champion PESSPA as a cornerstone of education and wellbeing. By embedding physical activity at the heart of school life, we can inspire a generation to thrive physically, mentally, and socially.