Document resource
Background School environments that promote a whole-school approach to physical activity (PA) can lead to promoting healthy behaviour by improving physical and mental health, and in turn, improving school attendance and academic outcomes. School environments can therefore foster lifelong health and reduce inequalities. The World Health Organization (WHO) outlines six essential criteria for a whole-school approach to promoting PA: (1) quality physical education, (2) active travel, (3) PA opportunities before and/or after school, (4) PA opportunities during scheduled breaks, (5) active classrooms, and (6) an inclusive PA approach for children with special educational needs and disabilities (SEND). Despite these recommendations, there is limited evidence on whether and how primary schools promote and implement WHO guidelines.Methods To assess primary schools’ policies and practices to encourage physical activity among children aged 5–11 years during the school day, we developed a quantitative survey, based on the WHO’s six criteria, in collaboration with teachers. We distributed an online (Qualtrics) and paper version of our questionnaire to all state-funded primary schools ( n = 1,734) across all 32 boroughs of Greater London during September 2023. The survey remained open for one year during which schools were followed up four times to encourage survey completion. School contact details were publicly available from UK government/school websites.Results From 201 responses (12% response rate), 17 responses were excluded from analysis; two surveys where the schools could not be identified, 10 partially completed surveys, and five schools that submitted the survey twice (with the most recent response included). Therefore, 184 schools providing representation from all 32 Greater London boroughs were used for analysis. Results indicate a total of 132 (72%) reporting their school has a PA policy, and of the six WHO recommendations for a whole-school approach to promote PA: (1) 122 (66%) schools deliver quality PE (through a specialist teacher); (2) 147 (78%) have an active travel plan; (3) 179 (97%) provide opportunities for PA before and/or after school; (4) 149 (81%) provide opportunities for PA during breaks; (5) 145 (79%) have active classrooms; and (6) 143 (78%) schools have PA support in place for children with SEND.Conclusion Our results suggest that most primary schools’ policies and practices support the WHO’s recommendations for a whole school approach to promote of PA. However, whether these opportunities are taken up equitably, are yet to be established.