Offneil Lamont | Fit to learn: The missing piece in our schools

Jamaica’s national School Nutrition Policy (SNP) has been passed in Parliament, bringing attention to improving children’s nutritional habits in schools. However, it is essential to also focus on physical activity (PA). Both nutrition and PA are crucial components of overall well-being, developing healthier bodies, sharper minds, stronger communities, and a more productive nation.

Research demonstrates that PA serves as a powerful, evidence-based intervention that enhances physical health, fosters mental well-being, and contributes to cognitive development and academic achievement. Despite the clear benefits associated with physical activity, the educational system throughout Jamaica and the Caribbean frequently lacks sufficient, structured, and equitable opportunities for children to engage in PA.

Now that the policy has been passed, we need to focus on implementation. While the swift execution of the nutrition components is welcome, it’s crucial also to prioritise the PA aspects. Engaging a diverse group of specialists and individuals during this phase is essential to realise the policy’s potential and ensure successful implementation. We cannot afford any delays. Although PA is not the main focus of the SNP, history shows that waiting for a comprehensive national physical activity strategy may take years — time we don’t have to improve our children’s health and academic performance.

MORE THAN JUST PLAY

Engaging in regular physical activity plays a crucial role in preventing non-communicable diseases (NCDs), such as obesity, type 2 diabetes, and cardiovascular issues. Beyond the well-documented health benefits, numerous studies have demonstrated that PA significantly enhances brain function, learning outcomes, and overall school performance.

Research compellingly demonstrates that physically active children exhibit significantly better attention, memory, and classroom behaviour than their less active peers. A 2018 report from the Centers for Disease Control and Prevention (CDC) highlights that children who regularly engage in PA achieve higher grades, enjoy better attendance, and excel cognitively. A longitudinal study conducted in the Netherlands has established a strong link between aerobic fitness and superior scores in math and reading. Furthermore, the Active Living Research project in the US reveals that just 20 minutes of PA can dramatically enhance a child’s attention span and information-processing capabilities.

Alarmingly, in Latin America and the Caribbean, fewer than 25 per cent of adolescents meet the WHO’s recommendation of 60 minutes of moderate-to-vigorous physical activity each day. In Jamaica, physical education (PE) is too often deprioritised in favour of academic subjects, despite overwhelming evidence that active children not only perform better academically but also foster a healthier future for themselves and their communities. We must take urgent action to prioritise PA in our schools for the benefit of our children’s education and well-being.

WHAT DOES THE SNP PROMISE?

The policy outlines several important steps toward embedding physical activity in school life:

• Three 5-minute physical activity breaks daily

• At least one hour of PA per week

• Structured PE aligned with the curriculum

• Safe, age-appropriate play areas and equipment

• Inclusion of students with special needs

• Opportunities for active travel and movement before/after school

These provisions follow the WHO’s “whole-of-school” approach, which advocates for the integration of PA into all dimensions of the school day, not solely during physical education classes, but also throughout recess, classroom breaks, and extra-curricular activities.

Nonetheless, the challenge of implementation often undermines many policies. Without prompt and decisive action, there is a significant risk of transforming a progressive policy into merely another document that remains unutilised. It is imperative that we mobilise resources, monitor advancements, and, most critically, ensure adherence to these policies at the institutional level.

IMMEDIATE IMPLEMENTATION

Consider this: in Finland, one of the top-performing countries in global education rankings, children receive 15 minutes of physical activity for every 45 minutes of instruction. This approach is grounded in neuroscience, revealing that physical movement increases blood flow to the brain, enhances neural connectivity, and releases hormones that reduce anxiety and improve mood — all of which are essential for learning.

The CATCH programme (Coordinated Approach to Child Health), developed in the US, offers a robust model for integrating PA into schools. Implemented in over 10,000 schools globally, CATCH has shown that, with structured schoolwide PA, children improve both their fitness levels and academic engagement. The programme utilises tools such as “brain breaks”, activity-friendly lesson plans, and community engagement to ensure its sustainability.

One study published in Health Education & Behaviour found that, after two years of the CATCH programme, participating students showed statistically significant improvements in moderate-to-vigorous physical activity, dietary habits, and standardised test scores, compared to control groups.

BARRIERS TO IMPLEMENTATION

While the policy sets a foundation, many schools face genuine challenges:

• Lack of trained PE teachers or general teachers confident in delivering structured PA

• Inadequate or unsafe play spaces, especially in urban areas

• Overemphasis on academic testing, which reduces recess and PE time

• Cultural undervaluing of PA as a developmental to.ol

These are not insurmountable. They require government prioritisation, inter-ministerial collaboration, and consistent funding. Importantly, communities and families must also be engaged to shift the narrative around physical activity from “extra” to “essential”.

With the policy passed, these key steps should be prioritised immediately:

1. Immediate rollout of physical activity components: Schools must implement PA guidelines at the start of the new school year. Provide teachers with tools for 5-minute movement breaks, structured activity plans, and equipment suggestions.

2. Mandatory training for school staff: Professional development should include clear strategies for integrating PA into daily routines for all staff, not just PE teachers.

3. National monitoring framework: Establish a system for real-time data collection and annual reports to track policy implementation, student PA levels, and outcomes like BMI and attendance. This will help attract funding and support.

4. Partnership with community and health sectors: Collaborate with local governments, health departments, and NGOs to offer after-school PA programmes, organise community fun runs, and upgrade public spaces for children.

5. Equity focus: Ensure equal access to PA facilities, equipment, and programming for children with disabilities, those from low-income communities, and rural school students.

We stand at a pivotal moment. With the SNP recognising the crucial role of nutrition and physical activity in shaping children’s health and future, we can no longer delay action. As we prepare for the Fourth High-level Meeting on NCDs in 2025, Jamaica should set the standard as a leader in bold policy implementation, rather than as a spectator.

All stakeholders must embrace this vital initiative with urgency and commitment. We must not wait.

Offneil Lamont is a sport and exercise medicine physiotherapist and a youth advocate. Send feedback to columns@gleanerjm.com