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learning environment (Buchanan et al., 2021). To be suc cessful with these strategies, teachers are encouraged to stay consistent, keep activities age-appropriate, and listen to students’ input about what works well for them (Glapa et al., 2018). Movement in the classroom is research backed strategy that shows positive outcomes for supporting aca demic performance, mental well-being, and a positive classroom environment for all. References Andermo, S., Hallgren, M., Nguyen, T.-T.-D., Jonsson, S., Petersen, S., Friberg, M., Romqvist, A., Stubbs, B., & Schäfer Elinder, L. (2020). School-related physical activ ity interventions and mental health among children: A systematic review and meta-analysis. Sports Medicine – Open, 6 (1), 25. https://doi.org/10.1186/s40798-020-00254-x Buchanan, T. R., Davis, K., & Cury, K. M. (2021). Putting research into “action”: The impact of brain energizers on off-task behaviors and academic achievement. Journal of Physical Education, Recreation & Dance, 92 (5), 36–44. https://doi.org/10.1080/07303084.2021.1901808 Continental Educational Publisher. (2024). Recharge and refocus: 16 easy brain breaks for middle school and high school. Continental Press. https://www.continentalpress. com/blog/brain-breaks-middle-school/?srsltid=AfmBO opEm3jSIUlxEduPXQ8R1J9rvge7DyCaHIpAX9q6xPe3fc dZ-UWz Cuthbertson, A. (2024, August 23). Incorporating move ment in secondary science classes. Edutopia. https:// www.edutopia.org/article/getting-secondary-students moving-science-classes Erwin, H., Centeio, E., Reed, E., & Stoepker, P. (2022). Phys ical activity during the school day. Strategies, 35 (2), 3–9. https://doi.org/10.1080/08924562.2021.2019214

Glapa, A., Grzesiak, J., Laudanska-Krzeminska, I., Chin, M.-K., Edginton, C. R., Mok, M. C., & Bronikowski, M. (2018). The impact of brain breaks classroom-based physical activities on attitudes toward physical activity in Polish school children in third to fifth grade. Internation al Journal of Environmental Research and Public Health , 15 (2), 368. https://doi.org/10.3390/ijerph15020368 Hillman, C. H., Logan, S. W., & Shigeta, K. (2019). A review of acute physical activity effects on brain and cognition in children. Frontiers in Psychology, 10 , 1–17. https://doi. org/10.3389/fpsyg.2019.00246 Kansky, K. (2024, May 15). Why movement matters in math. Edutopia. https://www.edutopia.org/article/build ing-movement-math-lessons Lander, N. J., Contardo Ayala, A. M., Mazzoli, E., Lai, S. K., Orr, J., & Salmon, J. (2024). Beyond “brain breaks”: The TransformUs Active Break model for integrating move ment into teaching and learning. Journal of Physical Edu cation, Recreation & Dance, 95 (4), 22–30. Merrill, S. & Gosner, S. (2021, October 8). More than a dozen ways to build movement into learning. Edutopia. https://www.edutopia.org/article/more-dozen-ways build-movement-learning Schmidt, M., Benzing, V., & Kamer, M. (2016). Classroom based physical activity breaks and children’s attention: Cognitive engagement works! Frontiers in Psychology, 7 , 1473. https://doi.org/10.3389/fpsyg.2016.01473 Sinha, K. (2014, July 24). Kinesthetic learning: Moving to ward a new model for education. Edutopia. https://www. edutopia.org/blog/kinesthetic-learning-new-model-edu cation-kirin-sinha Wold, H., Prusak, K. A., Barney, D. C., & Wilkinson, C. (2023). The acute and chronic effects of GoNoodle brain breaks on reading fluency among elementary school children. The Physical Educator, 80 (2), 191–211. https:// doi.org/10.18666/TPE-2023-V80-I2-11187

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