Significant Disparities in Children's In-School Physical Activity Uncovered

A comprehensive study conducted by the University of Bath involving over 17,000 primary school pupils and 2,300 teachers across England has highlighted widespread inequalities in children’s physical activity levels during school hours. Despite all participating schools adhering to the same national curriculum, the amount of active time children engage in varies dramatically from school to school.

Published in the Journal of Physical Activity and Health, the research employed wearable technology to monitor students' activity over an average of 25 days in 165 primary schools located in both urban and rural areas during 2021-22. This large-scale investigation provides unprecedented insights into how different schools support physical activity and overall health.

Key findings include that only 30% of children met the recommended 30 minutes of moderate-to-vigorous physical activity (MVPA) during school hours. The amount of activity varied significantly, with some pupils averaging just 8 minutes of MVPA, while others exceeded 40 minutes—more than five times higher. Daily step counts ranged from as low as 1,800 to over 10,000 steps. Moreover, children from more deprived schools, indicated by higher eligibility for free school meals, accumulated approximately 25 minutes less MVPA weekly. The gender disparity was also notable; although boys were generally more active, some schools saw girls outperforming boys or minimal differences between genders.

Interestingly, the size of playgrounds did not correlate with activity levels, challenging the assumption that more space leads to more movement. Instead, schools where teachers were more active themselves tended to have more physically active pupils, pointing to the influence of staff behavior and overall school culture.

Lead researcher Georgina Wort emphasized the importance of these findings for children's health and well-being, noting that many children lack sufficient opportunities for meaningful movement during the school day. Despite uniform policies, some schools enable pupils to achieve double or triple the physical activity levels, highlighting significant disparities.

The study also underscores that children in deprived areas face additional barriers to being active, even during school hours. This reinforces concerns about health inequalities linked to socioeconomic factors. Additionally, the variability in gender differences suggests that achieving gender equity in physical activity is possible and is already being implemented successfully in some schools.

Experts suggest that wearable technology could be a valuable tool for teachers to identify pupils needing extra support and to monitor activity patterns during school. Sharing best practices between schools may help bridge the gap in activity levels. Senior figures in sports and education emphasize that addressing these inequalities requires a broader approach that promotes activity throughout the entire school day, not just during designated sport periods.

These findings serve as a call to action for policymakers, educators, and communities to prioritize physical activity as a vital component of children's education and health, working toward more equitable opportunities for all students to stay active and healthy.