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Can school-based physical activity foster social mobility?

Véronique Gosselin1, Dorothée Boccanfuso2, Suzanne Laberge3

  • 1École de kinésiologie et des sciences de l'activité physique, Faculté de médecine, Université de Montréal, C.P. 6128, succursale Centre-ville, Montréal, Québec, H3C 3J7, Canada. Veronique.Gosselin.1@umontreal.ca.

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Promoting social mobility is key to reducing long-term health disparities. A proportionate universalism approach in schools, like Alberta

Keywords:
Health promotionInequalitiesPhysical activitySchool healthSocial mobility

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Area of Science:

  • Public Health
  • Sociology
  • Education Policy

Background:

  • Social mobility, the intergenerational transfer of socio-economic and health status, is crucial for addressing the social gradient in health.
  • Persistent social inequalities necessitate policies that ensure equal opportunities for all children.

Purpose of the Study:

  • To explore how a proportionate universalism strategy in school-based physical activity can promote equal opportunities for children.
  • To demonstrate the potential of school environments in fostering social mobility and reducing health disparities.

Main Methods:

  • Commentary discussing the application of proportionate universalism in school physical activity programs.
  • Case study analysis of Alberta's Daily Physical Activity policy and the APPLE Schools program.

Main Results:

  • School-based programs can create supportive environments for healthy lifestyles.
  • These initiatives contribute to reducing social inequalities in physical activity through capacity building.

Conclusions:

  • A proportionate universalism approach to school physical activity is a viable strategy for promoting equal opportunities.
  • Such policies can effectively foster social mobility and mitigate health disparities from a young age.