Physical inactivity is the 4th leading cause of premature death globally (Yu et al., 2022). The World Health Organization (WHO) recommends that children and adults participate in at least 60 min of physical activity (PA) per day and 150 min of PA per week, respectively (Woods et al., 2021). Promoting public health and preventing non-communicable diseases is recommended by health experts. Despite the numerous studies that cite the positive effects of PA (Yu et al., 2023), epidemiological research has concluded that the benefits are not widespread. It is estimated that only 28% of adults and 81% of children and adolescents meet the eligibility criteria for this initiative (Hardy et al., 2017; Guthold et al., 2018). Adolescence is consistently characterized by declining PA levels (Dumith et al., 2011; Hallal et al., 2012; Kim et al., 2012; Cooper et al., 2015). Their PA behaviors are influenced by their childhood experiences (Telama et al., 2005; Telama, 2009; Murphy et al., 2016; Hardie Murphy et al., 2017). It has also been demonstrated that boys are more physically active than girls (Murphy et al., 2016; Hardie Murphy et al., 2017). This high level of inactivity among children requires effective measures to reduce it.

The inactivity challenge is well documented in the literature in terms of solutions (Yu et al., 2022). The literature also emphasizes a multi-level response based on an ecological perspective (Liu et al., 2022; Arif et al., 2023; Hira et al., 2023) that considers factors related to the individual, environment, and policy. Tobacco products have been successfully eliminated by addressing all these levels (Woods et al., 2021). Policy interventions should focus on reducing lifestyle-related diseases associated with physical inactivity by targeting upstream determinants of health behavior (Lakerveld et al., 2020). One such initiative is the WHO global action plan for preventing and controlling non-communicable diseases (Hardy et al., 2017). The initiative aims to reduce inactivity prevalence in the population by 10% in the future (Woods et al., 2021). An action plan developed by WHO recently outlines several policy initiatives related to PA. An integrated pedagogical approach and a systems-based approach are included in this program. This makes it imperative to understand the underlying causes of inactivity. We can only hope this will improve health and promote PA. Furthermore, it is imperative to combat the global epidemic of obesity, climate change, and undernutrition (Swinburn et al., 2019).

Most kids and teens spend so much time in school, making it an important environment for their development. While there are recommendations for whole-school approaches to PA promotion (Milton et al., 2021), very little research has been conducted on the effectiveness of PA policies in schools. Whole-school methods rely heavily on policy decisions. Several factors influenced children's PA in one study (Lounsbery, 2017). It discusses the existence or absence of laws and the nature of those laws (required or encouraged). Children's participation in PA can be significantly influenced by the extent to which it is carried out. Some reports examine the various levels of education and the key decision-makers at each level. It was comprised of representatives from the national, regional, district, and school principals and teachers from the classroom. It also provided an overview of the different levels and key policymakers at each level. Though PA policies are generally well-intended, implementing them is not always straightforward. Policies related to PA differ greatly in terms of specificity, funding, implementation, and accountability (Lounsbery et al., 2013). In order to improve PA within the school setting, it is necessary to investigate the current evidence status.

The paper defines successful educational practices (SEPs) as “decisions, plans, and actions of government agencies and organizations aimed at achieving specific educational health goals at the national, regional, or local levels, regardless of whether they are directly or indirectly applied” (Lakerveld et al., 2020). SEPs aim to modify systems rather than individuals to create conditions that are conducive to the reduction of non-communicable diseases such as obesity by promoting conditions and interventions that can be implemented together. The main distinction between policy and other types of programs or environmental interventions is that they lay the groundwork for generating solicitations, developing, financing, and implementing other interventions (Gelius et al., 2020).

In educational settings, SEPs have been advocated in several frameworks as a tool for promoting health. Although these frameworks are primarily concerned with a broad definition of health, they offer a valuable conceptual starting point for investigating policy's potential direct and indirect effects on PA. To help policymakers at national and subnational levels in establishing and developing school policies, the WHO published a school policy framework based on the food and PA strategy (Woods et al., 2021). As a result of this approach, it was emphasized that children are not immune from inactivity. It was urged to implement changes immediately to improve PA levels among children. This activity aimed to develop and implement policies promoting PA among children. A recent shift has occurred toward identifying all the components of a whole school PA strategy through the development of the Creating Active Schools Framework (Daly-Smith et al., 2020). In this theoretical stance, schools are viewed as complex adaptive systems, with the concept of “active school” at the center of the institution's guiding principles. It is commonly understood that an “active school” is one that actively promotes PA for its students by bringing together its numerous constituents (students, parents, administration, faculty, and the surrounding community).

Historically, SEP have been pursued with the ultimate goal of improving student outcomes (Woods et al., 2021). Similarly, physical education (PE) emphasizes the holistic development of students as well as traditional academic disciplines (Dumith et al., 2011). In the realm of PE, it is pertinent to examine how SEP can have a profound impact on student outcomes, as it examines how strategies, methodologies, and approaches used in PE instruction impact students' overall development and achievement. In addition to promoting health and fitness, PE is often considered an integral part of a well-rounded education. Besides fostering physical health, it also fosters mental, social, and emotional well-being through a variety of activities and learning experiences (Cooper et al., 2015; Hardie Murphy et al., 2017; Lakerveld et al., 2020). It has been shown that these pedagogical practices have a profound effect on students' ability to perform physically (Lounsbery et al., 2013; Murphy et al., 2016). They also affect their sense of self-esteem, their abilities to work as a team, and their attitude toward PA and wellness throughout their lives (Hardie Murphy et al., 2017; Gelius et al., 2020). Our study will examine the impact of different approaches on student engagement, skill development, and overall well-being. We will examine empirical evidence, case studies, and scholarly research. Education stakeholders, policymakers, and educators must understand this relationship to plan for the future of education. The importance of lifelong PA and its positive impacts on both physical and mental health are becoming increasingly apparent around the world. SEP in PE has an even greater role to play. Educators can promote learning, growth, and achievement by identifying effective strategies and best practices that are tailored to meet the needs of diverse students.

It has been more than a decade since researchers began researching the SEP method and its use in the classroom (Dumith et al., 2011). Studies at the study level support the hypothesis that students participate in these school-based initiatives. These results have already been published in scientific journals (Morla-Folch et al., 2022). It is possible to gain valuable information about how SEPs work and what effects they produce from the specialized study literature on SEP. Previous studies have shown that students' schooling, well-being, and social relations improve when exposed to positive influences (Woods et al., 2021). The varying outcomes for student participants in various programs have not been examined within a cohesive framework based on previous knowledge. An overview of the literature is presented here, synthesizing studies examining how SEPs impact students' academic and social performance. Our synthesis seeks to 1) demonstrate the various effects of SEP participation on students, 2) provide a cohesive and comprehensive description of SEP's impact on students, and 3) provide recommendations for future research.

We performed a research synthesis in response to our research questions (student outcome and psychological wellbeing), as explained by other researchers such as Cooper (2015). As a research synthesis, we used an integrated approach that focused on the impacts of SEPs on preschool and primary school students by examining the findings of a body of research through a specific question as reported by Compton-Lilly et al. (2021). Throughout the research process, we took a logical approach to research synthesis in different phases. In the first step, we searched pertinent scientific databases, as followed by Morla-Folch et al. (2022). Secondly, the retrieved literature was screened, and irrelevant literature was eliminated according to a set of inclusion/exclusion criteria as described in detail by Woods et al. (2021). Finally, we conducted a mixed-methods synthesis of the selected case studies, as followed by Heyvaert et al. (2013).

A dynamic and multifaceted relationship exists between SEP and students' outcomes in PE. This relationship is driven by the interactions between various factors contributing to students' holistic development. Several empirical studies and extensive research (Wright and Burton, 2008; Beaulac et al., 2011; Connolly et al., 2011; Diez et al., 2011; Karasimopoulou et al., 2012; Noggle et al., 2012; Sifers and Shea, 2013; Standage et al., 2013; Valls and Kyriakides, 2013; Flecha and Soler, 2014; Gomez et al., 2014; Padros, 2014; Aubert, 2015; Garcia-Carrion, 2015; Grace, 2015; Kall et al., 2015; Molina Roldan, 2015; Costigan et al., 2016; Hankonen et al., 2016; Lubans et al., 2016; Smedegaard et al., 2016; Aubert et al., 2017; Bakir et al., 2017; Gül et al., 2017; Ha et al., 2017; Ho et al., 2017; McNamee et al., 2017; Puigdellivol et al., 2017; Capllonch Bujosa et al., 2018; Garcia-Carrion et al., 2018, 2020a,b; Hignett et al., 2018; Valero et al., 2018; Villardon-Gallego et al., 2018; Lopez de Aguileta, 2019; Luna et al., 2019; Slee and Allan, 2019; Villarejo-Carballido et al., 2019; Diez-Palomar et al., 2020; Huescar Hernandez et al., 2020; Khalfaoui et al., 2020; Lopez de Aguileta et al., 2020; Roca et al., 2020; Zubiri-Esnaola et al., 2020) have examined various SEPs in PE and their impact on student outcomes. The search resulted in 45 articles meeting our inclusion criteria (Woods et al., 2021). Studies reported in the reviewed articles focused on developing interactive groups and dialogue gatherings involving literature. Geographically, most articles presented Spanish studies. Table 1 summarizes the descriptive characteristics of the articles reviewed. Most articles examined reported on a single case study and used qualitative research methodologies. Qualitative studies are based on a communicative methodology. This is where participants and researchers jointly engage in a dialogue to understand social reality. This is done by interacting with multiple and diverse voices. Data collection for qualitative studies uses a variety of methods. It includes classroom observations, in-depth interviews, semi-structured interviews, and focus groups. Students, teachers, parents, community agents, educational administrators, and school administration teams are included in their studies. The researcher and participant engage in a dialogue aimed at recognizing, reflecting on, and interpreting their daily lives in four qualitative studies (Molina Roldan, 2015). Six articles in the review use document analysis to examine test results, student outcomes, and school reports (Valls and Kyriakides, 2013; Flecha and Soler, 2014). Several studies reviewed incorporated classroom observations, communicative daily life stories, semi-structured interviews, and questionnaires into their mixed methods designs. There was an increased emphasis placed on qualitative data in these studies, while quantitative data supported the investigation or provided context for the event studies (Capllonch Bujosa et al., 2018). Researchers used cross-sectional data, self-reported questionnaires, and quasi-experimental de-signs in only three of the reviewed studies (Garcia-Carrion et al., 2018; Gutierrez-Fresneda, 2019; Huescar Hernandez et al., 2020). Our next step is to summarize our findings, based on three levels of analysis: individual, group, and community. We aim to provide information concerning successful practices' influence on students.

PE presents an exciting opportunity for exploration and understanding the intricate relationship between SEPs and student outcomes. Throughout this discussion, we explore the nuances and implications of this relationship, especially for educators, students, and the broader education community. Our analysis shows that effective practices can produce a wide array of effects, and we provide evidence of transformation at different levels. The present research found that participation in successful practices has various effects on students regarding the first goal. Our study had an impact at three levels, not only on the individual, but also on the group and community levels, as shown in Figure 3. In this synthesis, most findings relate to instrumental learning, as most articles focus on student outcomes. Specifically, this refers to improving students' learning abilities regardless of their background. These studies provide evidence of student learning outcomes, from cognitive to purely cognitive, such as test score improvements. In addition, they provide evidence of those that are more effective, such as the development of useful study habits such as perseverance and dedication. Interestingly, this can be attributed to the dialogic learning method (Flecha and Soler, 2014). Collaboration between students and other educational community members is central to dialogic learning. Learning theories emphasize the importance of dialogue in learning. Theoretically, learning and cognitive development are social processes that occur through interaction with others (Vygotsky and Cole, 1978). Through these contacts, new knowledge is created and exchanged (Rogoff, 1990; Wells, 1999). In recent years, numerous studies have suggested that students learn better and more efficiently when dialogue is encouraged between educators and students. Research indicates that initiatives promoting student dialogue enable this type of learning.

SEPs positively influence students' self-esteem and motivation in addition to academic outcomes (Table 1). The current synthesis reports that students who participated in these effective activities reported increased self-esteem, confidence, and future aspirations. It is fascinating to observe that these students come from weaker circumstances. In addition, research has shown that adolescents from low-income families tend to lack self-confidence and have low hopes for the future. However, students can alter their perceptions of themselves when developing positive relationships with peers and other relevant adults (Kim et al., 2014; Khattab, 2015). Therefore, effective strategies were developed in learning communities to assist students who were at risk of not fulfilling their potential. These strategies included improving their self-concept and cultivating better aspirations.

Our current research synthesis revealed that SEPs positively impact relationships among classmates. These impacts include a reduction in conflict, cohesion, and inter-personal relationships. Studies conducted in the literature review indicate that students are more committed to their fellow students' academic success and have a more favorable attitude toward helping one another. In addition, studies have shown that students were less likely to engage in conflict since they were involved in developing their own ground rules for cooperation. This synthesis suggests that students can learn and thrive more easily when these adjustments are made. This is based on the evidence from the studies included in this synthesis. Earlier studies have shown that welcoming and stimulating classroom environments are important for students' academic performance, especially among disadvantaged students (Valero et al., 2018).

It is important to emphasize the importance of peers, relatives, and other members of the community in this synthesis, even though much attention was focused on student results. As a result, the subcategory of family participation and the subcategory of changes in attitude toward school both yielded insight into the outcomes of students. The present synthesis concludes that effective practices and learning communities can help students change their negative attitudes toward school and increase parental involvement. The research included in this study has led to this conclusion. This study found that this change also positively affected students when they observed their parents or other parents participating in school activities, in line with what other researchers have discovered (Clark, 2020). This was because parents volunteered in classrooms, giving students more role models and enhancing their learning experience. This results in students being more motivated to learn and interested in school activities. This study's findings align with research showing the benefits of parental involvement in children's education (Jasis and Ordonez-Jasis, 2012; Jeynes, 2017; Epstein, 2018; Roksa and Kinsley, 2019; Swain and Cara, 2019).

The research analyzed for this synthesis concluded that effective practices and learning communities could reduce absenteeism among pupils. Absenteeism was reduced by implementing successful practices and transforming schools into learning communities. Studies conducted have shown that there is a reciprocal relationship between increasing the participation of the community in schools and increasing the relevance of the school in the community. This reciprocal impact made the students more interested in and committed to school activities. Although few articles have addressed this subject, it is important to note that these studies reflect an era in which absenteeism was very high. In other schools, successful strategies may not be implemented similarly. Several pieces of research examined here demonstrate promising results regarding the effect of effective practices on learners. Despite such restrictions, the authors are aware of them. Comparative studies rely on small, cross-sectional samples, compared to qualitative studies that rely on a single case study. Several problems were also encountered with quasi-experimental studies, such as the necessity of standardizing the initial conditions (Huescar Hernandez et al., 2020), repeating the study in another classroom (Diez-Palomar et al., 2020), and using randomly selected subjects (Valero et al., 2018). SEPs and student outcomes are fundamentally interrelated and transformative. PE that integrates inclusive, technology-driven, and learner-centered strategies not only enhances students' physical skill acquisition but also contributes to their overall development. Aside from laying the foundation for a healthier future, these practices promote life skills such as self-confidence, determination, and an appreciation of PA for a lifetime (Wright and Burton, 2008; Beaulac et al., 2011; Connolly et al., 2011; Diez et al., 2011; Karasimopoulou et al., 2012; Noggle et al., 2012; Sifers and Shea, 2013; Standage et al., 2013; Valls and Kyriakides, 2013; Flecha and Soler, 2014; Gomez et al., 2014; Padros, 2014; Aubert, 2015; Garcia-Carrion, 2015; Grace, 2015; Kall et al., 2015; Molina Roldan, 2015; Costigan et al., 2016; Hankonen et al., 2016; Lubans et al., 2016; Smedegaard et al., 2016; Aubert et al., 2017; Bakir et al., 2017; Gül et al., 2017; Ha et al., 2017; Ho et al., 2017; McNamee et al., 2017; Puigdellivol et al., 2017; Capllonch Bujosa et al., 2018; Garcia-Carrion et al., 2018, 2020a,b; Hignett et al., 2018; Valero et al., 2018; Villardon-Gallego et al., 2018; Lopez de Aguileta, 2019; Luna et al., 2019; Slee and Allan, 2019; Villarejo-Carballido et al., 2019; Diez-Palomar et al., 2020; Huescar Hernandez et al., 2020; Khalfaoui et al., 2020; Lopez de Aguileta et al., 2020; Roca et al., 2020; Zubiri-Esnaola et al., 2020). In light of PE's ongoing evolution, it is crucial to understand and optimize this relationship. Therefore, we are striving to create generations of individuals who are not only physically capable but are also empowered, motivated, and well-rounded.

This comprehensive review identified various knowledge gaps. Additional research will be required to fill in these gaps. First, this research study focused on preschool instruction. Primary school children have more experiences than their kindergarten and preschool counterparts, despite SEPs at all educational levels. Other articles reflect this. Even so, additional research at this academic level would be fascinating to gain further insight into the impact of early success on later life. Second, we observed that some projects received more attention than others, while integrative groups did not receive such attention. Integrative organizations have the most successful practices in the world. Our synthesis focused on the impact on pupils, which could also be one of the reasons why this occurred. This study did not incorporate the findings of other initiatives regarding the impact on the family and community. Despite this, we believe that researchers would benefit from escalating their efforts to investigate other successful practices to better understand their impact. Third, most of the original research for the synthesis was conducted in Spain. Although excellent practice programs and learning communities are widely implemented in other countries, they are underrepresented in peer-reviewed studies. Successful practices and the learning community method are examples of initiatives that schools typically cannot undertake when it comes to conducting research and publishing in academic journals. Conversely, Latin American researchers have limited experience investigating the effects of effective practices and learning communities. Yet, we identified one instance of Spanish researchers and Colombian educators collaborating to implement effective practices and publish their findings in a peer-reviewed journal (Soler et al., 2019). Promoting research in Latin American contexts requires more cooperation of this kind. As for research design, most of the articles examined employed qualitative approaches, although mixed approaches and quantitative approaches were also used to a limited extent (He et al., 2023; Jiang et al., 2023a,b). The extensive use of qualitative methods in articles results from the long tradition of researchers. However, combining quantitative and longitudinal studies would contribute to a deeper and broader understanding of effective practices and learning communities. It is also likely that quasi-experimental studies will expand our understanding of the benefits of effective practices and learning communities on academic and extracurricular performance (Roca et al., 2020).

This study is relevant to educators, principals, and policymakers in education. Current research summarizes existing data regarding effective student achievement practices. We have found that effective practices enhance learning outcomes for students when accompanied by demanding group activities. Additionally, they ensure that they have the means of discussing and resolving disputes. Emphasizing the importance of all students' perspectives boosts student confidence and drive. These findings are significant for all stakeholders involved in education, as these measures improve school climate, enhance inclusion of all children, and pave the way for dispute resolution. Furthermore, our synthesis demonstrated that successful practices help transform communities, which benefits students. Studies have shown that successful practices contribute to the Sustainable Development Goal of ensuring high-quality education for everyone. Educators at all levels could use this data to inspire positive change in their institutions. The goal is to ensure that all students have access to a high-quality educational environment, regardless of outbreak severity. Literature analysis has demonstrated that promising methods can improve education for low-income students and help social change.

The original contributions presented in the study are included in the article/supplementary material, further inquiries can be directed to the corresponding authors.

JH: Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing—original draft, Writing—review and editing. HY: Data curation, Formal analysis, Methodology, Software, Writing—review and editing. MJ: Data curation, Formal analysis, Methodology, Validation, Writing—review and editing. MB: Project administration, Supervision, Writing—review and editing.