Promoting well-being in schools: an evaluation of active breaks training for teachers
Author(s)
Date Issued
2026
Type
article
Volume
70
Issue
1
Start Page
56
End Page
67
Journal
Abstract
Promoting physical activity in schools is essential for enhancing students’ cognitive, emotional, and physical well-being. However, the implementation of Active Breaks (ABs) remains limited due to a lack of teacher knowledge and institutional support. This study evaluates the impact of an ABs training program aimed at equipping teachers with the necessary skills and confidence to implement structured movement activities in classrooms. The training, developed using the Intervention Mapping framework, involved 481 teachers across primary, middle, and high school levels. A mixed-methods approach assessed pre- and post-training changes in AB knowledge, perceived usefulness, and barriers to implementation. Quantitative results revealed significant increases in teachers’ understanding and willingness to integrate ABs, particularly among primary school teachers. Despite overall satisfaction, challenges such as logistical constraints and time management persisted, emphasizing the need for systemic support. Qualitative findings highlighted a shift in teachers’ perceptions, with ABs increasingly seen as valuable tools for cognitive and emotional development. These findings underscore the importance of ongoing professional development and tailored strategies to support AB integration in diverse educational contexts.