Socio-Emotional Skills and Physical Activity in Primary and Secondary Education Students
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| Title: | Socio-Emotional Skills and Physical Activity in Primary and Secondary Education Students |
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| Language: | English |
| Authors: | Antonio Morcillo-Martínez (ORCID |
| Source: | Journal of School Health. 2026 96(5). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Social Development, Emotional Development, Interpersonal Competence, Well Being, Physical Activity Level, Cognitive Development, Adolescents, Preadolescents, Instructional Program Divisions, Age Differences, Gender Differences, Elementary Secondary Education, Foreign Countries |
| Geographic Terms: | Spain |
| DOI: | 10.1111/josh.70152 |
| ISSN: | 0022-4391 1746-1561 |
| Abstract: | Background: Socio-emotional skills (SES) are essential for students' wellbeing and academic adjustment, and physical activity (PA) has been shown to contribute positively to emotional, social, and cognitive development. Understanding their relationship within school populations becomes highly relevant for educational and health promotion practices. Method: A cross-sectional study was conducted with 874 students aged 10-16 years. SES were assessed according to the OECD framework using the Social and Emotional Skills Survey. PA levels were measured through the physical activity questionnaire for children (PAQ-C) and adolescents (PAQ-A), classifying students as active or non-active. Results: PA showed positive and significant correlations with all SES domains, with varying intensity across domains. Active students obtained higher SES scores across domains, although small differences by gender and educational level were also observed. Differences were more pronounced at lower educational levels and decreased progressively in higher grades. Implications for School Health Policy, Practice, and Equity: Findings support integrating PA as a strategic component of social-emotional learning initiatives. Schools can play a key role in promoting students' health and wellbeing by incorporating appropriate PA opportunities that strengthen socio-emotional learning (SEL) and contribute to a positive school climate. Conclusions: PA is consistently associated with more favorable socio-emotional profiles. Promoting structured and meaningful PA in school settings may support students' holistic development and enhance their overall wellbeing. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504500 |
| Database: | ERIC |
| Abstract: | Background: Socio-emotional skills (SES) are essential for students' wellbeing and academic adjustment, and physical activity (PA) has been shown to contribute positively to emotional, social, and cognitive development. Understanding their relationship within school populations becomes highly relevant for educational and health promotion practices. Method: A cross-sectional study was conducted with 874 students aged 10-16 years. SES were assessed according to the OECD framework using the Social and Emotional Skills Survey. PA levels were measured through the physical activity questionnaire for children (PAQ-C) and adolescents (PAQ-A), classifying students as active or non-active. Results: PA showed positive and significant correlations with all SES domains, with varying intensity across domains. Active students obtained higher SES scores across domains, although small differences by gender and educational level were also observed. Differences were more pronounced at lower educational levels and decreased progressively in higher grades. Implications for School Health Policy, Practice, and Equity: Findings support integrating PA as a strategic component of social-emotional learning initiatives. Schools can play a key role in promoting students' health and wellbeing by incorporating appropriate PA opportunities that strengthen socio-emotional learning (SEL) and contribute to a positive school climate. Conclusions: PA is consistently associated with more favorable socio-emotional profiles. Promoting structured and meaningful PA in school settings may support students' holistic development and enhance their overall wellbeing. |
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| ISSN: | 0022-4391 1746-1561 |
| DOI: | 10.1111/josh.70152 |
