Exploring the impact of the daily mile: a mixed-methods investigation of teachers' and pupils' experiences

Abstract

The Daily Mile(TDM), is a global school-based initiative, which aims to increase physicalactivity and reduce sedentary behaviour in children.  Despite its growingpopularity, research into TDM remains limited. This study explored pupils’ andteachers’ experiences of TDM and its impact on wellbeing, self-perceivedcompetence, and social connectedness, focusing on the role of participationfrequency and teacher involvement. A mixed-methods design was employed. This included focus groups with teachers (n=9) and pupils (n=19),alongside questionnaires completed by pupils (n=197), measuring wellbeing,self-perception, and social connectedness using the ‘Inclusion of Self andOthers’ scale, Sterling Children’s Wellbeing Scale and Self-PerceptionProfile for Children.

Findings showed a positive association between frequentparticipation and teacher engagement with enhanced social outcomes, includingincreased feelings of connectedness to peers, teachers, and the wider schoolcommunity. While both pupils and teachers perceived psychological wellbeingbenefits, these were not consistently reflected in quantitative wellbeingmeasures. Physical benefits, including increased activity levels and fitness,were reported, though heightened energy levels were sometimes disruptive tolearning. Pupils’ enjoyment was greatest when participation was consistent,autonomous, and socially interactive; conversely, experiences were lesspositive when participation felt inflexible. Teachers recognised TDM’spotential to promote physical activity, mood, and social interaction, but notedpractical challenges, including weather, time constraints and curriculumpressures.