Santiago, 8 July 2026. The implementation of Law No. 21,778, which mandates the gradual introduction of at least 60 minutes of daily physical activity, sport or play in Chilean schools through an initial implementation phase extending to 2027, represents one of the most significant transformations in the country’s education system in terms of student wellbeing and holistic development. However, for this public policy to achieve its intended impact, schools will need to move beyond regulatory compliance towards a pedagogical transformation that places movement at the heart of learning.

With this objective, the Education Committee of BritCham Chile hosted the discussion “More Movement, More Learning: Implementing the 60-Minute Law in Chilean Schools”, bringing together representatives from schools, universities, foundations and education specialists to examine the challenges and opportunities presented by this new legislation.

The session was moderated by Claudia Parra Böhringer, Chair of the BritCham Chile Education Committee and Director of the English Programme at the Pontifical Catholic University of Valparaíso. The keynote presentation was delivered by Karin Haddad, Coordinator of the Educational Psychomotricity specialisation within the Master’s in Education at Universidad Finis Terrae and a specialist in Educational Psychomotricity, whose participation was presented by Kolaborativa Educa.

Among those attending were representatives from institutions including the University of Chile, Anglo American Foundation, Cognita Chile, Richmond Santillana, Trewhela’s School, Instituto Alonso de Ercilla, Orchard College, SLEP Santiago Centro, Compañía de María Seminario, Colegio Coyancura, Colegio Andrés Bello, together with numerous schools and organisations involved in educational development.

During her presentation, Karin Haddad emphasised that the approval of the legislation marks an important step in addressing childhood sedentary behaviour, while warning that its success will ultimately depend on the quality of its implementation.

“The key question is no longer whether schools will provide 60 minutes of movement, but how we ensure those 60 minutes generate learning, inclusion and wellbeing, rather than simply becoming time that must be filled.”

She explained that scientific evidence demonstrates that movement promotes neurogenesis, improves brain oxygenation and strengthens processes such as attention, memory, concentration and emotional self-regulation—all of which are directly linked to academic achievement. She also highlighted that physical activity contributes significantly to improving school climate and the social and emotional wellbeing of both students and teachers.

One of the central messages emerging from the discussion was that implementation of the law should not be regarded as the sole responsibility of Physical Education teachers.

Instead, participants agreed that movement should become an integral part of the educational experience through active learning methodologies, redesigned learning spaces, active breaks, dynamic playtimes and teaching strategies that allow students to learn through movement and embodied experiences.

The discussion also highlighted that the legislation will be introduced gradually, with an initial implementation phase extending until 2027, making 2026 a crucial year for schools to undertake institutional diagnostics, pilot initiatives and organisational preparation.

Within this context, several participants stressed that each school’s autonomy will be essential in designing implementation models suited to its own educational reality, rather than adopting uniform approaches that fail to recognise differing capacities and local contexts.

Participants also noted that Article 5 of the legislation provides for training processes but does not specify which organisations will be responsible for delivering them. This creates an opportunity for universities, higher education institutions and specialist organisations to develop professional development programmes that support schools in preparing their teaching staff.

In this regard, Karin Haddad argued that continuous professional learning will be one of the most decisive factors in ensuring successful implementation.

“Rather than improvising activities, we must design evidence-informed learning experiences. There is no single recipe for implementing the law, but there must be a minimum standard of knowledge regarding the cognitive, social, emotional and pedagogical impact of movement.”

Among the proposals discussed was the possibility that higher education institutions could introduce elective and optional modules specifically focused on implementing the legislation within initial teacher education programmes, while also strengthening continuing professional development opportunities for teachers currently working within the school system.

Participants agreed that such initiatives would enable schools to respond more rapidly to the demands of the new legislation while broader curriculum reforms continue to evolve within teacher education institutions.

Another key issue highlighted during the event was the strategic role that school leadership teams will play.

Participants noted that school leaders will have the opportunity to transform this legal requirement into a distinctive institutional priority by embedding physical activity initiatives within school improvement plans and other management instruments that are subject to ongoing monitoring and evaluation.

The discussion also explored the need to understand movement as a fundamental component of holistic wellbeing rather than simply as participation in sport.

Participants examined national and international experiences demonstrating how relatively small adjustments to daily school routines—such as active playtimes, more flexible classroom environments, participatory teaching methods and school spaces designed to encourage movement—can generate significant improvements in both learning outcomes and school climate.

The event concluded with broad consensus that the 60-Minute Law represents a unique opportunity to rethink education from a more holistic perspective, in which cognitive, physical, emotional and social development are recognised as interconnected dimensions of the same educational process.

Beyond simply complying with a statutory obligation, participants agreed that the real challenge will be to build a school culture in which movement is no longer viewed as an optional addition, but as a permanent educational tool that supports learning, inclusion and the wellbeing of the entire school community.

As Karin Haddad concluded:

“We must move if we want to see meaningful improvements in the wellbeing of our society. Teaching is also about helping people inhabit their bodies. When we integrate movement into learning, we are nurturing healthier, happier individuals who are better prepared to learn.”

If you would like, I can also adapt this into UK media style (more concise and journalistic, as typically used by British Chambers of Commerce and UK universities) while retaining all the key messages.