The Effects of School-Based Physical Activity Interventions on Academic Performance and Mental Health Among Adolescents in Low- and Middle-Income Countries

Abstract:

This quasi-experimental study evaluates the impact of school-based physical activity (SBPA) interventions on academic performance (math, reading scores) and mental health (anxiety, self-esteem, emotional regulation) among adolescents (12–17 years) in five low- and middle-income countries (LMICs): India, Mexico, Ghana, Brazil, and Kenya. Data were collected from 3,218 students across 60 schools (30 intervention, 30 control) between 2021–2023. Intervention schools implemented structured SBPA programs (daily 45-minute sessions combining physical activity, life skills training, and peer mentorship), while control schools maintained standard physical education (PE) curricula. Results showed that adolescents in intervention schools had significantly higher math (β=0.34, p<0.001) and reading scores (β=0.31, p<0.001), lower anxiety (β=-0.29, p<0.001), higher self-esteem (β=0.36, p<0.001), and better emotional regulation (β=0.33, p<0.001) compared to controls. Key moderators included intervention duration, student engagement, and school resource availability. Findings highlight SBPA interventions as a dual-benefit strategy to improve academic and mental health outcomes in LMIC adolescents, offering actionable insights for policymakers, educators, and global health practitioners.