In the midst of various challenges faced by educators, such as teacher shortages, growing class sizes, pandemic-related learning losses, and behavioral issues, incorporating movement into the classroom may seem like an additional burden. However, the connection between movement and overall health, including both physical and mental well-being, is well documented. Teachers who have integrated movement into their classrooms have reported numerous benefits, including fewer behavioral issues, increased student engagement, and more effective lesson delivery.
Education Week recently embarked on a comprehensive exploration of how teachers are incorporating movement into their classrooms, highlighting a variety of strategies, both big and small. This solutions-focused visual reporting package will showcase educators’ innovative approaches to integrating movement across different grade levels and subject areas. By following along with these stories, educators can gain inspiration and practical ideas for incorporating movement into their own classrooms.
As the series unfolds, more stories will be added, offering a diverse range of perspectives and approaches. Readers are encouraged to bookmark this page and check back regularly for new content and insights.
In addition to the main content, readers can explore related stories from the Education Week archive to further enhance their understanding of the benefits of movement in the classroom.
The project is led by Laura Baker and Jaclyn Borowski, with a team of designers and videographers including Kaylee Domzalski, Sam Mallon, Lauren Santucci, Vanessa Solis, and Gina Tomko. Reporters Alyson Klein, Brooke Schultz, and Sarah Sparks have contributed their expertise to this in-depth exploration of movement in education.
To stay updated on the latest developments and insights, readers can follow Education Week on social media platforms and engage with the ongoing conversation about the importance of incorporating movement into the classroom for the holistic well-being of students.
