Kelly Lynn Mulvey

Mounting evidence from intervention research suggests that physical activity (PA) may contribute to children's social and emotional learning (SEL), which is an essential factor in healthy development and well‐being. However, there have been no systematic reviews or meta‐analyses of PA interventions and their effects on children's SEL. Such research is necessary to assess the growing knowledge base in this area and recommend future directions for research and practice. Based on the comprehensive school physical activity programme (CSPAP) framework, we conducted a systematic review and meta‐analysis of PA interventions to increase elementary school children's (5–12 years) SEL. Following the Preferred Reporting Items for Systematic Review and Meta‐Analysis (PRISMA) guidelines we searched six electronic databases for articles during 12–30 April 2021. A total of 32 studies were included in the review and 26 studies were included in the meta‐analysis. The meta‐analysis revealed a small to moderate effect of CSPAP‐aligned PA interventions on SEL (Hedges' g = 0.44). However, there was considerable heterogeneity across studies. PA interventions to increase children's SEL show promise but continued investigation is needed with large sample sizes and rigorous randomised designs. Using the CSPAP framework to guide interventions may facilitate an understanding of how to maximise PA opportunities to enhance children's SEL. Context and implications Rationale for this studyNumerous intervention studies consistently underscore the positive impact of physical activity (PA) on children's social and emotional learning (SEL). However, a notable gap exists: there are no systematic reviews or meta‐analyses that directly examine the effects of PA interventions on children's SEL within the context of the comprehensive school physical activity programme (CSPAP) framework, which offers a methodology for classifying different PA intervention approaches. Why the new findings matterThe findings of this study further enrich the growing body of knowledge, showing that PA interventions have potential to enhance children's SEL. Such research is crucial to evaluate the expanding knowledge in this domain and to propose future directions for both research and practice. Implications for policy makers, university management, funders and studentsThis study suggests the adoption of larger sample sizes and stringent randomised designs in future studies. This will allow researchers to more conclusively address questions related to generalisability and causality. Furthermore, a purposeful incorporation of the CSPAP framework when crafting interventions will offer researchers and practitioners clearer insights into how best to deploy specific PA promotion strategies and understand the synergies between different intervention facets to elevate children's SEL.

A growing body of research has attended to the experiences of transgender and gender non‐conforming (TGN) youth's gender identity development. However, practical and ethical concerns have impeded our ability to understand the experiences of TGN youth. Thus, the aim of this study was to utilize one‐on‐one semi‐structured interviews to explore White American TGN adults' ( N = 15) retrospective accounts of their gender identity development in childhood and adolescence. Findings demonstrate considerable heterogeneity in TGN adults' retrospective accounts of their gender identity development. However, TGN adults consistently highlighted the role of social (e.g. friends, family and teachers) and contextual (e.g. online, offline, educational and geographical) factors in their gender identity journeys. This study provides new insight into the role of social and contextual factors in TGN adults' retrospective accounts of their gender identity development, demonstrating the importance of continuing to examine these factors in gender diversity research.