Getting students moving in class may be one of the simplest ways to lift both learning and wellbeing. Research shows children who take part in physical activity during lessons perform better academically than those stuck at their desks.
A 2025 University of South Australia study also found structured exercise programs significantly reduced symptoms of anxiety and depression.
Now, a new review from the Australian Education Research Organisation (AERO) has pulled together the broader evidence on school-based health and allied health programs. It found initiatives such as on-site health centres, counselling and therapy can boost wellbeing, attendance and, in some cases, academic results — particularly for students in disadvantaged communities.
The report, published on 25 February, says success depends on proper resourcing and strong implementation, and calls for more Australian research, including into telehealth for remote schools.
What the report found
School-based health and wellbeing programs can make a difference — but only when they’re done well and backed by the right support.
The research shows initiatives such as on-site health centres, counselling, psychology and nursing services are linked to stronger wellbeing and attendance, and in some cases modest academic gains, with students in disadvantaged communities likely to benefit the most.
However, the authors point out that not all programs deliver the same impact.
Universal mental health programs, for example, appear to lift wellbeing but show little consistent improvement in academic or attendance outcomes, especially when delivered without qualified professionals.
The authors stress that stable funding, workforce capacity, strong partnerships and careful implementation are critical. They also warn that Australian evidence remains limited, calling for more local research to better understand what works, for whom, and under what conditions — particularly in low-SES and remote school settings.
Equity must be at the forefront
AERO CEO Dr Jenny Donovan said the new paper offers an important entry point for policy discussion and further research.
“Equity in schools is crucial to improving outcomes for low-SES students, so it’s important that we analyse the difference health and allied health initiatives can make,” Dr Donovan said.
“If health professionals can reduce some of the barriers that hold students back, teachers can better focus on effective instruction and planning.”
Dr Donovan said the review should be seen as a starting point rather than the final word on the issue.
“These findings offer initial guidance, but with gaps in available research, future studies are needed to rigorously assess initiatives in Australian contexts.”