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In this issue of Pediatrics, Mullender-Wijnsma et al1 report findings from an intervention to evaluate the effects of physically active lessons on enhancing children’s academic achievement. Conducted in primary schools in the Netherlands, results of the study are promising. After 2 years, intervention children showed greater gains in standardized mathematics and spelling test scores compared with control children. To what extent overall activity levels and health of the children have been affected is unknown, and we look forward to results from the children’s fitness tests, which are likely forthcoming.Globally, rates of physical activity in children are low,2,3 and schools are 1 potential setting for health promotion efforts. Indeed, physical activity interventions in primary schools have been implemented with some success.4 Although physically active lessons are 1 example of how children’s physical activity might be increased,5 it is imperative that these lessons do not detract from children’s learning and overall educational attainment. The article by Mullender-Wijnsma et al1 adds to a growing body of evidence showing that physically active lessons in schools may actually … Address correspondence to Sara E. Benjamin Neelon, PhD, MPH, RD, Department of Health, Behavior and Society, Johns Hopkins Bloomberg School of Public Health, 624 N Broadway, Baltimore, MD 21205. E-mail: sara.neelon{at}jhu.edu

Will Physically Active Lessons Improve Academic Achievement for All or Widen the Achievement Gap?