Promoting student health and well-being in schools

The challenge

Schools are critical settings for developing the next generation of healthy adults engaged in society. However, the COVID-19 pandemic has had a major impact on student learning as well as students’ social and emotional health. Recess is the main school setting for children to move and socialize, and these are critical behaviors that can support healthy growth and development, as well as academic success. While the benefits of recess are generally recognized, school personnel often report practical challenges such as high rates of bullying and inadequate staffing. These problems are further exacerbated by a need to support both educators and students in communities nationwide that struggle with fewer resources and that serve a substantial number of families who live below the federal poverty level.

The approach

Promoting student and wellbeing in schools: An extension of the PLAYground (Play and Learning Activities for Youth) project is led by principal investigator Pamela Kulinna, professor with Arizona State University’s Mary Lou Fulton Teachers College, and co-principal investigator Allison Poulos, assistant professor with ASU’s College of Health Solutions. 

The overarching aim of this project is to co-develop and assess a model supporting student peer-leaders at recess to promote children’s physical and social health at school. Tailored peer-leader programs were developed at four elementary schools in the Greater Phoenix Metropolitan Region, in partnership with either physical education teachers, healthy school manager staff, or counselors to train elementary students to lead games during recess supporting inclusive and active play. 

At one school, the student peer-leaders are co-developing the program with ASU students using a youth participatory action research approach. Children’s movement levels and pro- and anti-social interactions are being assessed using group-level observations. The feasibility and potential for sustainability will be measured through interviews with school partners.

The project aligns with two comprehensive models supporting children’s health and learning as outlined by the Centers for Disease Control and Prevention: 1) Comprehensive School Physical Activity Programming and 2) Whole School, Whole Child Whole Community approach.