Why Children Can’t Sit Still — And Why That Might Be Okay

Jenny Smillie
Jul 10
4 min read

When the Secretary of State for Education Bridget Phillipson recently highlighted that nearly 50% of children aren’t “school ready” because they can’t sit still by the age of 3 or 4, it sparked national debate. But what if we’re asking the wrong question? Instead of asking why can’t they sit still, perhaps we should be asking why are we expecting them to?

Young children are not meant to be still. They’re meant to move — to roll, spin, balance, climb, and run. This is not just how they let off steam — movement is how they learn. It supports healthy brain development, helps build emotional resilience, and lays the foundation for communication, social interaction, and concentration.

Movement Is Not a Distraction from Learning — It Is Learning

The World Health Organization recommends that children under 5 be physically active for at least 3 hours a day, including 60 minutes of vigorous activity (WHO, 2023). Yet in the UK, even before the pandemic, only 59% of 10–11-year-olds were meeting the minimum guidelines. Following COVID-19 lockdowns, activity levels declined further. A 2022 UK study found children’s moderate-to-vigorous activity had dropped by 8 minutes per day — a rate of decline previously expected over three years (Salway et al., 2022).

For many children, especially those who are neurodiverse or have SEND, movement is a sensory and regulatory need. Sitting still may not be developmentally appropriate — or even physically possible — until they’ve had sufficient sensory input through play and physical activity.

“Movement is the stimulus that connects the mind and body, feelings and thinking, laying important foundations for young children’s future learning.”— Archer & Siraj (2017)

Physical Development Is Brain Development

As researchers like Sally Goddard Blythe and Jan White have shown, physical development sits at the core of brain functioning. The ability to sit still, maintain focus, develop coordination for writing, or track words across a page while reading, all depend on early motor development and the integration of sensory systems (Blythe, 2020; White, 2016).

This is especially crucial for children with attention differences, sensory processing issues, or motor planning challenges — many of whom are diagnosed with conditions such as ADHD, autism, or dyspraxia.

Yet, school readiness is too often framed around stillness and conformity, rather than movement, curiosity, and embodied learning.

Personal Story: The Healing Power of Movement

I’ve seen the power of movement not only in my professional work, but also in my personal life. When my godson Lochie was diagnosed with a rare form of leukaemia at just 7 years old, movement became a turning point. A simple Fitbit gift during treatment motivated him to get out of bed and walk laps around the ward. That physical activity transformed his mood, energy levels, and even his ability to tolerate treatment. His recovery inspired the charity Little Big Steps, which promotes physical activity for children undergoing cancer treatment.

If movement can make such a profound difference for children battling illness, imagine what it can do for children simply trying to learn, grow, and feel good in their bodies.

Let’s Rethink “Readiness”

We need a shift. Instead of “getting children ready to sit still,” we should get schools ready to support movement. That means:

Integrating movement into stories, songs, and counting games
Using outdoor spaces to build core strength and confidence
Recognising that physical needs differ — especially for neurodiverse learners
Prioritising physical and emotional regulation before expecting focus

As Sally Goddard Blythe reminds us, motor skills support nearly every aspect of formal education — including the ability to sit still, attend, read, write, and communicate effectively.

Practical Takeaway for Parents and Educators

Let your child roll down a hill, hang upside down, or spin in circles — these aren’t distractions; they’re brain-building experiences.
Provide regular outdoor time and movement breaks — at home and in school.
Watch how your child learns through movement. That is their natural mode of discovery.
If your child is neurodiverse, understand that movement may not be optional — it’s a core part of how they regulate and engage.

Let’s Raise Movers, Not Sitters.

It’s time to move beyond narrow definitions of school readiness. Let’s build environments that honour children’s developmental needs, nurture their whole bodies and minds, and prepare them not just to sit — but to thrive.

My advice?

Just keep moving.