Active school uniform wear: British primary school children’s perceptions

Background: Traditional British school uniforms have been identified as a barrier to physical activity and active play, particularly for girls. This article reports on a study conducted within one mainstream primary school in the south of England, UK, which changed its uniform policy from the traditional design to activewear in order to stimulate children’s physical fitness. Purpose: This study collected perception data on the children’s experience of the active uniform in contrast to the traditional school uniform they formerly wore. Previous perception research has shown that children find a traditional school uniform restrictive to movement and free play, but perception studies on active uniform implementation are still new. Method: This study is a qualitative inquiry that aims to capture children’s views on their new school uniform, particularly in relation to their perceived ability to be physically active at school. Perception data was collected from a large sample of 334 children aged 7–10 years old, representing nearly the entire school’s student population, by use of a child-friendly paper survey co-designed with the headteacher. Results: Results from the perception surveys revealed positive views on active uniforms. Children reported feeling sportier, more able to run, and more engaged in active play. Comfort emerged as the primary reason for preferring active uniforms, alongside a notable sense of renewed freedom to move, run, and play as they desired. This suggests active uniforms can indeed be a catalyst for positive change in the physical and emotional well-being of children. Conclusion: The physical and tactile aspects of clothing impact children’s nuanced sense of physical wellbeing and perceived ability to be active. The study aims to forefront the child’s lived experience at school, highlighting comfort, self-efficacy, and permission to be physically active. For school uniforms, this study recommends that school leadership consider activewear by co-design strategies with the child as the primary stakeholder. This recognises their agency and ability to make decisions for their own well-being at school. Impact statement: This study contributes to the limited insight on British primary school children’s experiences of active school clothing and their perceived correlation with physical activity at school. Capturing the children’s views is paramount to ensure the primary stakeholders are represented in the evaluation of a whole-school intervention.