Project partners gather for a hands-on meeting with educators putting holistic health into practice - 3rd in-person Moving for Health Project meeting and Capacity Building for Project Consortium in the School Setting 

From yoga to eco-runs and cross-cultural exchanges through sport—schools in the Madrid region are proving that health and physical literacy can go far beyond the gymnasium. That was the big takeaway from the third in-person meeting of the Moving for Health project consortium, held in the Spanish capital from 6 to 9 April and hosted by Deporte para la Educación y la Salud (DES). 

Over the course of four days, partners took part in a rich programme of discussions, school visits, and capacity-building activities. But it was the direct engagement with local teachers that left the biggest impression.

More than PE

The meeting opened with a workshop featuring teachers from three schools—two public and one private—who shared how they are weaving health and well-being into daily school life. From cooking workshops that promote healthy eating to Wednesday dance sessions and week-long environmental campaigns, the activities are as varied as they are creative.

One school in southern Madrid stood out for its long-term commitment to innovation. Since 2015, they’ve used the European School Sport Day to pilot new ideas every year. They also take part in “No Elevator Day”, and co-run an international project with primary schools in Denmark, Spain, and Ukraine. Their annual “Encuentros por la Igualdad” (Meetings for Equality) brings together students from public schools across the region in a spirit of inclusive competition. And the initiatives aren’t just designed by staff—students are stepping up too. Last year, teenagers took the reins on organising an environmental race, managing everything from local permits and sponsorships to logistics and event setup.

 Inclusion, engagement, and the “emotional salary”

But getting people involved isn't always easy. During a Q&A with project partners, teachers admitted that participation remains one of the toughest challenges, especially since most activities are voluntary. Student interest tends to grow over time, they said, especially when activities are fun and relevant. But for teachers, motivation is harder to sustain.

“It’s not part of our working hours,” one teacher explained. “We do it because we believe in it.”

This personal drive—referred to by some as an “emotional salary” is what keeps many of these initiatives alive. Seeing students thrive physically, emotionally, and socially is often its own reward.

Inclusivity was another central theme. In Spain, schools are legally required to integrate students with disabilities across all grade levels. Support comes from regional authorities in the form of psychologists and specialised staff. But teachers say that true inclusion still depends heavily on how individual staff members adapt lessons, resources, and assessments. Outside school, inclusive sports remain a challenge. Some schools are trying to change that—dedicating their School Sport Day to adapted sports for children with visual impairments and other disabilities.

Interestingly, many of the key players in these initiatives aren't PE teachers. History and biology teachers, school counsellors, social workers—they all play a role, united by a shared belief that physical activity builds more than muscles. It builds communities.

On the ground at IES Victoria Kent 

Later in the week, partners visited IES Victoria Kent, a secondary school in the suburbs of Madrid that has been running a holistic health programme for several years. The initiative spans four pillars: healthy eating, sustainability, physical activity, and mental health.

Here too, creativity abounds. Students track their progress in a “healthy passport”, take active breaks during lessons, participate in charity runs, and even lead book and clothes exchange programmes. Sports like football, basketball, judo, and climbing are offered at a symbolic price of €14 per year, thanks to partnerships with local clubs and federations. But just like elsewhere, teacher burnout and lack of time are limiting factors. Participation is voluntary, unpaid, and often carried out after school hours. A revolving door of staff, caused by national policies that rotate teachers between schools every few years makes long-term planning difficult.

One thing is clear: schools like IES Victoria Kent are doing a lot, often with very little.

Building capacity for long-term

Beyond the classroom, the meeting also focused on building internal capacity for the project’s next steps. The Online Training Tool has now been updated in English, Spanish, and Swedish, with Slovenian soon to follow. Work is also underway to update one of its core sections, which will use insights gathered during the pilot phase.

What emerged in Madrid was more than a collection of good practices, it was a glimpse into what schools can become when health, inclusion, and creativity are given room to thrive. These initiatives may face hurdles, from staff turnover to funding gaps, but they are fuelled by passion, community, and a belief in the transformative power of physical activity. As the project moves forward, these schools offer not just inspiration, but a blueprint for how real change can begin in classrooms, corridors, and playgrounds.