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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
Language: English
Authors: Antonio Morcillo-Martínez (ORCID 0000-0002-8901-5406), Isabel María Gómez-Barreto, Álvaro Infantes-Paniagua, Juan Gregorio Fernández-Bustos
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
FullText Text:
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  Data: Socio-Emotional Skills and Physical Activity in Primary and Secondary Education Students
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  Data: <searchLink fieldCode="AR" term="%22Antonio+Morcillo-Martínez%22">Antonio Morcillo-Martínez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8901-5406">0000-0002-8901-5406</externalLink>)<br /><searchLink fieldCode="AR" term="%22Isabel+María+Gómez-Barreto%22">Isabel María Gómez-Barreto</searchLink><br /><searchLink fieldCode="AR" term="%22Álvaro+Infantes-Paniagua%22">Álvaro Infantes-Paniagua</searchLink><br /><searchLink fieldCode="AR" term="%22Juan+Gregorio+Fernández-Bustos%22">Juan Gregorio Fernández-Bustos</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+School+Health%22"><i>Journal of School Health</i></searchLink>. 2026 96(5).
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  Data: 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
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  Data: 9
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Social+Development%22">Social Development</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Development%22">Emotional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Activity+Level%22">Physical Activity Level</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Preadolescents%22">Preadolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Program+Divisions%22">Instructional Program Divisions</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
– Name: DOI
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  Data: 10.1111/josh.70152
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  Data: 0022-4391<br />1746-1561
– Name: Abstract
  Label: Abstract
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  Data: 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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      – SubjectFull: Emotional Development
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      – SubjectFull: Interpersonal Competence
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      – SubjectFull: Adolescents
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Spain
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