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Background <p>Physical activity is associated with both physical and mental health, but many youths do not meet physical activity recommendations. Particularly, youth who are Not in Employment, Education or Training (NEET) are less physically active than their peers. In Denmark, the “Forberedende Grunduddannelse” (FGU; Preparatory Basic Education and Training) programme was established in 2019 to prepare youth who are NEET for secondary education or employment. While schools are generally considered ideal for physical activity promotion, knowledge about physical activity promotion at schools targeting youth who are NEET is limited. In this study, we investigated how schools targeting youth who are NEET can support students in being physically active. Specifically, we identified contextual influences on physical activity promotion and intervention- and implementation strategies used by schools to promote physical activity.</p> Methods <p>We conducted qualitative, semi-structured interviews with three school leaders and focus groups with 18 teachers and 41 students from three FGU schools in Denmark. The data was analysed using reflexive thematic analysis.</p> Results <p>We developed five themes: 1) Accommodating diverse student needs to increase inclusion; 2) Utilising physical activity to achieve the schools’ core purpose; 3) Building organisational structures that support physical activity; 4) Improving accessibility of physical activity facilities; and 5) Prioritising physical activity given the legal framework. Our findings suggest that physical activity promotion aligns with these schools’ core purpose and that schools can accommodate students’ diverse needs and resources by emphasising inclusivity and flexibility in physical activities. Physical activity promotion is, however, poorly supported by national legal regulations and schools’ organisational and physical environments challenge implementation of activities into daily practices.</p> Conclusions <p>While some of the results echo those of general educational settings, they also suggest that school-based physical activity programmes should be tailored to the specific characteristics of this youth group and the organisational structures of the schools to succeed. Our findings may be used to inform future school-based physical activity programmes targeting youth who are NEET.</p>

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Promoting physical activity at Danish schools targeting youth who are not in employment, education or training (NEET): a qualitative study

  • 期刊论文

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  • 发表日期：

    2025年12月12日

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  • Johanne Triantafyllou Lorenzen,
  • Sofie Rolff Carlsen,
  • Charlotte Demant Klinker,
  • Julie Hellesøe Christensen

摘要

Background

Physical activity is associated with both physical and mental health, but many youths do not meet physical activity recommendations. Particularly, youth who are Not in Employment, Education or Training (NEET) are less physically active than their peers. In Denmark, the “Forberedende Grunduddannelse” (FGU; Preparatory Basic Education and Training) programme was established in 2019 to prepare youth who are NEET for secondary education or employment. While schools are generally considered ideal for physical activity promotion, knowledge about physical activity promotion at schools targeting youth who are NEET is limited. In this study, we investigated how schools targeting youth who are NEET can support students in being physically active. Specifically, we identified contextual influences on physical activity promotion and intervention- and implementation strategies used by schools to promote physical activity.

Methods

We conducted qualitative, semi-structured interviews with three school leaders and focus groups with 18 teachers and 41 students from three FGU schools in Denmark. The data was analysed using reflexive thematic analysis.

Results

We developed five themes: 1) Accommodating diverse student needs to increase inclusion; 2) Utilising physical activity to achieve the schools’ core purpose; 3) Building organisational structures that support physical activity; 4) Improving accessibility of physical activity facilities; and 5) Prioritising physical activity given the legal framework. Our findings suggest that physical activity promotion aligns with these schools’ core purpose and that schools can accommodate students’ diverse needs and resources by emphasising inclusivity and flexibility in physical activities. Physical activity promotion is, however, poorly supported by national legal regulations and schools’ organisational and physical environments challenge implementation of activities into daily practices.

Conclusions

While some of the results echo those of general educational settings, they also suggest that school-based physical activity programmes should be tailored to the specific characteristics of this youth group and the organisational structures of the schools to succeed. Our findings may be used to inform future school-based physical activity programmes targeting youth who are NEET.