Physical activity, psychological capital, and mental health equity in children and adolescents: a narrative review and framework development
- 1Institute of Physical Education and Health, Yulin Normal University
Abstract
Background: Physical activity is widely promoted for child and adolescent mental health, yet participation and psychological benefit remain unevenly distributed across socioeconomic position, disability, gender, migration status, race and ethnicity, and place. Existing research often examines average effects without distinguishing access from uptake, quality of experience, and equitable benefit.
Objective: This narrative review synthesises evidence on physical activity, sport, physical education, recess, active play, and active travel in relation to psychological capital and mental health amongst children and adolescents, treating health equity as a structural and distributional concern. The researchers propose the Equity-Scaffolded Psychological Capital Development (ES-PCDF) framework linking equitable access and inclusive, culturally responsive settings to autonomy-supportive pedagogy, supportive relationships, skill transfer, and system continuity, and then to psychological capital and mental health outcomes.
Methods: A narrative synthesis was conducted using Web of Science exports (502 records) and high-quality Scopus-indexed literature as corroborating evidence. After de-duplication, 238 unique records remained, of which 102 were prioritised for evidence mapping. The final synthesis retained 68 peer-reviewed sources.
Results: Across the retained evidence, five thematic pathways were identified: equitable access and material opportunity; autonomy-supportive pedagogy and mastery; supportive relationships and social–emotional skill practise; skill transfer and future orientation; and system continuity. These pathways were mapped onto the ES-PCDF framework. Physical activity can improve wellbeing, depressive symptoms, self-esteem, and selected psychological resources, but effects are inconsistent and depend on access, pedagogy, relationships, inclusion, continuity, and context. Benefit equity evidence remains sparse.
Conclusion: The ES-PCDF framework is presented as a testable public mental health model, not a validated prescription. Statements apply primarily to the school-age and adolescent evidence base, with cautious extension to preschool and older age groups. Policy and practise should combine proportionate universalism with youth co-design, family engagement, inclusion, workforce training, continuity, and disaggregated evaluation of participation, experience, and benefit.
Related
- A physical activity and sitting time balance index and psychological distress in adolescents: a prospective cohort study
- Adolescents’ screen time exposure and the associated physical and psychological factors: an urban–rural perspective
- The effects of physical activity interventions on stress-related psychological and physiological outcomes in children and adolescents: a systematic review and meta-analysis
- Physical activity, mental health, and healthy development in adolescents: mechanisms and implications for intervention
- Dual-theoretical framework integrating the stress process model and family systems theory-based psychological intervention for caregivers of children and adolescents with mood disorders: study protocol for a randomized controlled trial
BibTeX
@article{he2026physical,
title = {{Physical activity, psychological capital, and mental health equity in children and adolescents: a narrative review and framework development}},
author = {Xianghai He and Xiaoxia Chen},
journal = {Frontiers in Public Health},
year = {2026},
month = nov,
doi = {10.3389/fpubh.2026.2000168},
url = {https://www.frontiersin.org/articles/10.3389/fpubh.2026.2000168/full},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Physical activity, psychological capital, and mental health equity in children and adolescents: a narrative review and framework development
AU - Xianghai He
AU - Xiaoxia Chen
PY - 2026
DA - 2026/11/02
JO - Frontiers in Public Health
DO - 10.3389/fpubh.2026.2000168
UR - https://www.frontiersin.org/articles/10.3389/fpubh.2026.2000168/full
AB - Background: Physical activity is widely promoted for child and adolescent mental health, yet participation and psychological benefit remain unevenly distributed across socioeconomic position, disability, gender, migration status, race and ethnicity, and place. Existing research often examines average effects without distinguishing access from uptake, quality of experience, and equitable benefit. Objective: This narrative review synthesises evidence on physical activity, sport, physical education, recess, active play, and active travel in relation to psychological capital and mental health amongst children and adolescents, treating health equity as a structural and distributional concern. The researchers propose the Equity-Scaffolded Psychological Capital Development (ES-PCDF) framework linking equitable access and inclusive, culturally responsive settings to autonomy-supportive pedagogy, supportive relationships, skill transfer, and system continuity, and then to psychological capital and mental health outcomes. Methods: A narrative synthesis was conducted using Web of Science exports (502 records) and high-quality Scopus-indexed literature as corroborating evidence. After de-duplication, 238 unique records remained, of which 102 were prioritised for evidence mapping. The final synthesis retained 68 peer-reviewed sources. Results: Across the retained evidence, five thematic pathways were identified: equitable access and material opportunity; autonomy-supportive pedagogy and mastery; supportive relationships and social–emotional skill practise; skill transfer and future orientation; and system continuity. These pathways were mapped onto the ES-PCDF framework. Physical activity can improve wellbeing, depressive symptoms, self-esteem, and selected psychological resources, but effects are inconsistent and depend on access, pedagogy, relationships, inclusion, continuity, and context. Benefit equity evidence remains sparse. Conclusion: The ES-PCDF framework is presented as a testable public mental health model, not a validated prescription. Statements apply primarily to the school-age and adolescent evidence base, with cautious extension to preschool and older age groups. Policy and practise should combine proportionate universalism with youth co-design, family engagement, inclusion, workforce training, continuity, and disaggregated evaluation of participation, experience, and benefit.
SN - 2296-2565
ER -