Abstract

This integrative review explored how physical activity relates to psychological well-being and academic performance among adolescents, drawing on evidence from school-based settings. Adolescence is a formative period marked by rapid physical, cognitive, and emotional development, making young people particularly sensitive to lifestyle factors that shape both mental health and learning. The review synthesized quantitative, qualitative, and mixed-methods studies published between 2010 and 2021 that examined structured and unstructured physical activity initiatives in primary and secondary schools. Across the literature, regular participation in moderate-to-vigorous physical activity was consistently linked to better psychological well-being. Adolescents who were more physically active reported lower levels of anxiety, depression, and stress, alongside higher self-esteem, improved emotional regulation, and stronger feelings of social connectedness. Importantly, these psychological benefits often helped explain why physical activity was associated with better academic functioning. Rather than influencing grades directly, physical activity appeared to support learning by improving mental health, focus, and readiness to engage in schoolwork. School-based approaches such as enhanced physical education lessons, active classrooms, extracurricular sports, and movement-integrated learning were associated with gains in attention, classroom behavior, cognitive functioning, and executive skills. While findings on standardized academic achievement were mixed, many studies reported indirect academic benefits, including increased motivation, better concentration, improved attendance, and greater classroom engagement. These factors are essential for sustained learning, even when test scores do not change immediately. The review also highlighted that outcomes varied depending on context. Gender, socioeconomic background, school resources, and program design influenced how strongly students benefited from physical activity initiatives. Several methodological challenges were noted, including inconsistent measurement tools, short intervention periods, and limited long-term follow-up. Overall, the evidence supports embedding physical activity into everyday school culture as a practical and cost-effective way to promote adolescent mental well-being and support academic success. The review emphasizes the need for inclusive, well-designed school-based physical activity policies that recognize mental health as a central educational priority.