The Kids are Happier: An Inclusive, Strengths-Based Approach to Supporting Relationship-Building and Focus for Early Elementary Students

Public schools in Canada provide an ideal setting to observe the country’s inherent diversity, which can significantly influence various aspects of functioning, including social relationships and academic focus for learning among elementary students. This thesis examines the impact of moderate-to-high physical activity (MHPA) bouts on social relationships and academic focus with grade one students within a public elementary school classroom. This thesis describes case study research designed to investigate how MHPA bouts influence elementary student social interactions and focus for academic tasks in an elementary classroom, and whether physical activity serves as a positive factor for students’ social and physical development. Using a qualitative case study design, this research integrated data from student focus groups, classroom observations, and discussions with the teacher. All data were analyzed and triangulated in the development of themes, subthemes, findings, and recommendations for teaching practice and educational policy Key findings demonstrate that incorporating MHPA bouts in early elementary classrooms can enhance students’ focus for learning and improve social dynamics for all students, including those who are typically developing and those who are more active or vocal than their peers. Study results highlight the importance of integrating physical activity into classroom teaching strategies, not only to promote physical health but also to support students’ social well-being and academic focus. The study concludes with recommendations for incorporating structured MHPA into early elementary classrooms and suggests directions for future research to further explore the impact of MHPA on early years and upper elementary students.

Name thesis:degree_name

Master of Arts (MA)

Discipline thesis:degree_discipline

Education Graduate Program – Educational Research

Grantor

Werklund School of Education

Year dc:date.issued

2025

Author dc:creator

• MacGregor, Sarah-Faye

Advisor dc:contributor.advisor

• Jacobsen, Michele

Committee members dc:contributor.committeemember

• Yanez, Gabriela Alonso
• Schroeder, Meadow

• inclusion
• focus
• physical activity
• relationships

Statement dc:rights

• Unless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
• Attribution 4.0 International

Licence dc:rights.uri

• http://creativecommons.org/licenses/by/4.0/

Language dc:language.iso

en

DOI

https://dx.doi.org/10.11575/PRISM/49601

OAI identifier oai:identifier

oai:ucalgary.scholaris.ca:1880/122010