Researchers tested a school program called PEDAL that teaches kids about healthy eating and staying active. They talked to 16 students and 7 teachers about what worked and what didn’t. Kids liked the lessons and activities, but wanted more chances to move around during class. Teachers found the program easy to teach but didn’t have enough time. The biggest challenge was that kids couldn’t always make healthy choices at home because of family rules or situations like COVID-19 lockdowns. The study shows that successful health programs need to involve families, give kids more say in their choices, and fit better into busy school schedules.

The Quick Take

  • What they studied: Whether a school program designed to help kids eat healthier foods and exercise more actually works, and what makes it easier or harder to use in real classrooms
  • Who participated: 16 primary school students and 7 teachers from schools that tried out the PEDAL program, which includes classroom lessons and activities to do at home
  • Key finding: Kids and teachers both liked the program and students learned important ideas about healthy habits, but the program faced real-world challenges like limited class time, family rules at home, and not enough chances for kids to be physically active during lessons
  • What it means for you: School health programs work better when they include families, give kids more choices, and don’t try to do too much at once. If your child’s school offers similar programs, supporting them at home and talking with teachers about time constraints can help kids succeed.

The Research Details

Researchers created a school health program called PEDAL based on a theory about how people change their behavior. The theory says that three things influence whether kids will eat better and exercise more: what they think (cognitive), how they feel (emotional), and who influences them (social). The researchers taught two parts of the program in classrooms—interactive lessons and activities for kids to do at home. After these lessons, they held six group discussions: some with students and some with teachers. They recorded these conversations and looked for patterns in what people said about what helped or hurt their ability to be healthier. This approach let them understand both what kids and teachers experienced and why the program worked or didn’t work in real school settings.

Understanding how school health programs actually work in real classrooms is important because what looks good in theory doesn’t always work in practice. By listening to both students and teachers, researchers can see real obstacles like busy schedules and family situations that affect whether kids can actually change their habits. This helps improve future programs so they’re more realistic and helpful.

This study is small (only 23 people total) and focused on understanding experiences rather than measuring exact health changes, so it’s best used to improve the program rather than prove it works. The researchers were careful to listen to both kids and adults, which gives a fuller picture. However, because it’s a small group, the findings may not apply to all schools or all kids. This type of study is valuable for learning how to make programs better before testing them with larger groups.

What the Results Show

Students enjoyed the classroom lessons and home activities, which is important because kids are more likely to stick with things they like. They reported learning useful information about why people sit too much and how habits form. Teachers found the lessons straightforward to teach, suggesting the program doesn’t require special training. However, a major finding was that students wanted more active movement during lessons rather than just sitting and listening. Students also mentioned learning about healthy behaviors through three different ways: thinking about why health matters (like looking good), feeling good about activities they enjoyed, and being influenced by family members. The biggest barrier students faced was that they couldn’t always make healthy choices at home because parents set the rules, and during COVID-19 lockdowns, they couldn’t go outside to play or exercise.

Some students reported feeling overwhelmed when asked to change too many habits at once, saying they were already ‘doing too much.’ Teachers struggled with time constraints in their busy schedules, making it hard to fit in all the program activities. Family involvement was recognized as very important for success, but many families weren’t actively participating in the program. These findings suggest that successful programs need to go slower, involve families more actively, and work with schools to find adequate class time.

This study supports earlier research showing that school health programs work better when they involve families and when kids feel good about the activities. It adds new information by showing that kids want more physical activity during lessons and that real-world barriers like family rules and time limits are major obstacles. The finding that kids feel overwhelmed by too many changes at once aligns with behavior change research suggesting that gradual, smaller changes are more sustainable than trying to change everything quickly.

This study is small with only 23 participants, so findings may not apply to all schools or all children. The researchers only looked at two parts of a four-part program, so they didn’t see the full effect. The study relied on what people said in group discussions, which might be different from what they actually do. Some kids might not speak up in groups, so their experiences weren’t captured. The study was done in specific schools during a particular time, so results might be different in other places or times. Finally, this study describes what happened but doesn’t prove the program actually improves kids’ health outcomes like weight or fitness.

The Bottom Line

Schools should consider programs like PEDAL that teach kids about healthy eating and exercise, but should modify them based on these findings: (1) Include more physical activity during lessons, not just sitting and listening; (2) Involve families actively, not just send home activities; (3) Start with fewer changes and add more gradually; (4) Work with teachers to find enough class time; (5) Give kids more choices about what healthy changes they want to make. Confidence level: Moderate—these are good suggestions based on real experiences, but larger studies are needed to prove the program improves actual health.

Parents should care because their involvement is critical for kids to succeed. Teachers should care because the program needs to fit into their schedules realistically. School administrators should care because they can help find time and support for these programs. Kids should care because they have good ideas about what would help them be healthier. Kids with very limited family support or those living in areas with safety concerns about outdoor play may face extra challenges with these programs.

Kids may start understanding healthy habits within a few weeks of lessons. Actual changes in eating or exercise habits typically take 4-8 weeks to become noticeable. Lasting habit changes usually require 2-3 months of consistent practice. However, without family support and enough opportunities to practice, changes may not stick.

Want to Apply This Research?

  • Track daily physical activity minutes during school and at home separately to see where kids are most active. Set a goal like ‘30 minutes of movement’ and log it each day. This helps identify whether barriers are at school (not enough active lessons) or at home (family rules or safety concerns).
  • Use the app to help kids set one small, specific goal at a time—like ‘add vegetables to one meal per day’ or ‘play outside for 15 minutes after school’—rather than trying to change everything at once. Let kids choose their goal so they feel more in control. Share progress with family members through the app to increase family involvement.
  • Check in weekly on whether the chosen goal is getting easier. If a kid feels overwhelmed, reduce the goal to something smaller. Every 2-3 weeks, celebrate success and add one new small goal. Track which barriers come up most (time, family rules, boredom) and use the app to problem-solve solutions with parents and teachers.

This study describes how a school health program was experienced by students and teachers, but does not prove the program improves children’s actual health outcomes. The findings are based on a small group and may not apply to all schools or children. Before starting any new health program at your child’s school, consult with school administrators, teachers, and your child’s doctor. This research is meant to help improve program design, not to replace medical advice or professional guidance. Individual results will vary based on family support, school resources, and each child’s unique situation.