There are growing concerns over the psychological well-being of school-aged children (Tymms et al., 2016) with current evidence suggesting a global prevalence of child and adolescent mental health disorders of approximately 20% (World Health Organisation, 2005). Whilst the causes of mental ill health in young people are varied and complex, studies point to an association between high levels of school-related stress and high levels of health complaints, with stress from the pressure of school work being particularly prevalent during adolescence (Haugland et al., 2003).  Paradoxically, there is also now mounting evidence of an association between young people’s health and well-being and their learning (see Duckworth & Seligman 2005; Public Health England (PHE), 2014). This suggests the need to equip young people with the competencies and skills to be able to manage stress for the benefit of their academic success as well as their mental health.

For many young people regular participation in physical activity has been found to be associated with improved psychological health (Janssen & LeBlanc, 2010) including enhanced self-esteem and cognitive function and reduced symptoms of anxiety and depression (Stensel et al., 2008). Whilst the associations tend to be only modest, intervention studies focused on physical activity and various mental health outcomes have been found to be effective and to achieve positive outcomes in young people (see for example, Brown et al., 2013; Dunn & Weintraub, 2008; Ekeland et al., 2004; Keeley & Fox, 2009; Larun et al., 2006; Lubans et al., 2016; Tomporowski et al., 2008). 

Given the prevalence of mental health issues in young people, the academic pressures they face, and the evidence of the association between physical activity and mental health, the need for intervention programmes with a physical activity focus seems well justified.  Schools have furthermore been highlighted as an important context for such interventions (Tymms et al., 2016; PHE 2014). 

This paper reports on the findings of an independent evaluation of a pilot programme, ‘Get to the Start Line’, which was an innovative school-based programme designed to address school-related stress and anxiety associated with exams.  The programme was developed by the Youth Sport Trust (YST), an independent charity committed to changing young people’s lives through sport and to the provision of high quality physical education and sporting opportunities.  The aims of Get to the Start Line were: i) to use physical activity to reduce the stress and anxiety of pupils in order to support improvements in academic attainment, and ii) to increase understanding of stress and anxiety disorders affecting young people and the role of physical education and physical activity as mechanisms for reducing their prevalence. 

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