Many schools involved in the PESS investigation chose to focus on improving behaviour through PE and school sport. Every school that did so saw an increase in positive behaviour and a reduction in negative behaviour (some primary schools were able to dispense with poor behaviour logs altogether). There were dramatic falls in the number of pupils in detention and the number of aggressive incidents reported. At one infant school, for example, the number of aggressive incidents at lunchtime fell from 226 to just 40 a week over the course of the school's first year in the investigation.

Closely linked to these improvements in behaviour are better attitudes to learning. Every school involved in the investigation has seen significant improvements in pupils’ confidence, self-esteem, desire to learn, concentration and time on task as a result of improving the quality of PE and school sport. This has had an impact not only in PE lessons, but also across the curriculum.

By far and away the most successful strategy for using PESS to improve pupils’ behaviour and attitudes to learning – at both primary and secondary levels – is to provide structured, purposeful physical activities during breaks and at lunchtimes. To read more about this and other approaches, download ‘How are schools using PESS to improve pupils’ behaviour and attitudes to learning?’ on the right.

Read more guidance on how your school can use PESS to improve behaviour and improve attitudes to learning.