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Educating the Student Body
sistently found to be more active than girls from ages 4 to 9. For other age 
groups of children and adolescents, sex is correlated with but not a deter-
minant of activity (Bauman et al., 2012). These findings suggest the need to 
tailor physical education and physical activity programs for youth specifi-
cally to increase self-efficacy and enjoyment of physical activity among girls 
(Dishman et al., 2005; Barr-Anderson et al., 2008; Butt et al., 2011).
In summary, a broad range of beneficial psychosocial health outcomes 
have been associated with physical activity. The promotion of more physi-
cal activity and quality physical education in the school setting is likely to 
result in psychosocially healthier children who are more likely to engage in 
physical activity as adults. Schools can play an important role in ensuring 
opportunities for physical activity for a segment of the youth population 
that otherwise may not have the resources to engage in such activity. It 
makes sense to assume that, if physical activity experiences and environ-
ments were once again structured into the daily school environment of chil-
dren and adolescents, individuals’ feelings of self-efficacy regarding physical 
activity would increase in the U.S. population. 
MENTAL HEALTH
Mental illness is a serious public health issue. It has been estimated 
that by 2010 mental illness will account for 15 percent of the global bur-
den of disease (Biddle and Mutrie, 2008; Biddle and Asare, 2011). Young 
people are disproportionately affected by depression, anxiety, and other 
mental health disorders (Viner and Booy, 2005; Biddle and Asare, 2011). 
Approximately 20 percent of school-age children have a diagnosable 
mental health disorder (U.S. Public Health Service, 2000), and overweight 
children are at particular risk (Ahn and Fedewa, 2011). Mental health 
naturally affects academic performance on many levels (Charvat, 2012). 
Students suffering from depression, anxiety, mood disorders, and emotional 
disturbances perform more poorly in school, exhibit more behavioral and 
disciplinary problems, and have poorer attendance relative to mentally 
healthy children. Thus it is in schools’ interest to take measures to support 
mental health among the student population. In addition to other benefits, 
providing adequate amounts of physical activity in a way that is inviting 
and safe for children of all ability levels is one simple way in which schools 
can contribute to students’ mental health.