The Link Between Whole‐School Physical Activity Opportunities and Academic Achievement

ABSTRACT Background School‐based physical activity is generally not detrimental to academic performance and may provide modest benefits. Yet, less is known about whether whole‐school physical activity opportunities, rather than specific programs or settings, are associated with academic achievement. Methods This repeated cross‐sectional study examined whether survey‐reported Physical Education, recess, and wellness/health practices and policies were associated with school‐level percentages of students meeting or exceeding state proficiency standards in English Language Arts and Mathematics. Data were collected from elementary school teachers in Arizona, United States, between 2021 and 2024 ( N = 550). Hierarchical regression models adjusted for enrollment and survey year and tested whether associations varied by school‐level socioeconomic status. Results More whole‐school physical activity opportunities were associated with higher percentages of students meeting or exceeding state proficiency standards in English Language Arts ( b = 4.26, p < 0.01) and Mathematics ( b = 3.17, p < 0.05). Associations did not differ by school‐level socioeconomic status. Implications for School Health Policy, Practice, and Equity The positive association between supportive whole‐school physical activity opportunities and academic achievement was observed across socioeconomic contexts, suggesting that increasing access may support student health and learning. Conclusions Supportive whole‐school physical activity opportunities were modestly related to achievement.