In an innovative stride toward enhancing the school experience for young children, a groundbreaking research project conducted by Professor Hermundur Sigmundsson at the Norwegian University of Science and Technology (NTNU) is shedding new light on the profound connection between physical activity, creative engagement, and well-being in educational settings. This observational study focuses on Icelandic primary schoolchildren aged six to nine and explores how structured increases in physical education and the introduction of ‘passion project classes’ influence children’s enjoyment of school, their sense of mastery, and their overall academic performance.
The research is set against the backdrop of a pervasive issue: while academic achievement and student well-being are intrinsically intertwined, a significant number of children report a lack of enjoyment in their school environment. Traditional curricula often prioritize cognitive learning at the expense of holistic student development, sometimes leading to disengagement. Professor Sigmundsson and his colleagues sought to address this by examining interventions designed to foster both physical and creative engagement within the school day, thereby potentially reshaping how children perceive and experience education.
The primary intervention took place in Vestmannaeyjar, Iceland, where children in Years 1 to 3 were provided with two additional hours of physical activity per week on top of their standard physical education and swimming lessons. This adjustment increased their total weekly physical activity substantially, equating to approximately 72 extra hours over an academic year. The hypothesis driving this initiative was that increased physical activity early in the day could enhance children’s well-being, focus, and readiness to learn, consistent with a growing body of research linking exercise with cognitive and emotional benefits.
However, the study did not stop at physical education enhancement. Recognizing that well-being and enjoyment are multifaceted, the research team implemented what they refer to as ‘passion project classes’ at the end of each school day. These sessions empowered students to choose from a variety of creative pursuits, including painting, music, crafts, sewing, knitting, and food and health. The inclusion of such diverse options was intentional, designed to cater to different interests and foster a sense of autonomy and mastery.
Notably, the passion project classes culminated each Friday with communal singing and dancing activities, providing a joyful and integrative conclusion to the week. This structure highlights the researchers’ understanding of emotional and social dimensions in learning environments, aiming to build community and intrinsic motivation alongside skills development.
Preliminary findings from the project are compelling. Children reported that both the additional physical activity and the passion project classes were the school subjects they enjoyed the most, and in which they felt most competent. This increased sense of mastery is crucial because it ties directly to motivation and academic persistence. Furthermore, the passion project class emerged as the most popular offering, suggesting that creative self-expression and choice significantly contribute to student satisfaction.
In comparing the Icelandic pupils’ responses to a control group of 1,185 Norwegian children, the study found that participants in the intervention scored significantly higher on an enjoyment scale when asked, “Do you enjoy school?” This cross-national comparison provides a valuable benchmark, underscoring the impact of the holistic approach in a real-world educational context.
The project, aptly named ‘Kveikjum neistann’ or ‘Ignite the Spark,’ aims not only to nurture well-being but also to elevate foundational academic skills. Impressively, the study reports that all children involved successfully ‘cracked the reading code’ by the end of their first school year—a milestone critical for subsequent academic success across disciplines. This demonstrates that well-being and academic proficiency are not mutually exclusive but can be enhanced concurrently through thoughtfully designed interventions.
Professor Sigmundsson emphasizes that with focused training, adequate support, and ongoing assessment, children can achieve substantial improvements in literacy alongside increased engagement and enjoyment. This aligns with pedagogical theories advocating for integrated learning approaches that support both affective and cognitive development.
The implications of these findings extend beyond Iceland’s borders. Norway’s Minister of Education, Kari Nessa Nordtun, has publicly endorsed initiatives that mirror the core principles of the Ignite the Spark programme. Her directives call for measures that increase well-being, enhance motivation, and incorporate more arts and crafts into school curricula. Reflecting these priorities, several Norwegian schools have begun implementing similar daily physical activity and passion project classes.
Furthermore, Norway’s widespread engagement with the MOT (Show Courage) programme, which reaches 16,000 Year 10 pupils annually, complements the ethos of Ignite the Spark by promoting self-efficacy and resilience. The integration of such interventions indicates a shifting paradigm in Nordic education toward holistic student development, blending physical health, creative expression, and emotional well-being with academic rigor.
Although the Icelandic study is ongoing with five more years to run, it has already provided valuable evidence that structured increases in physical activity combined with opportunities for creative engagement can transform children’s school experiences. Such findings suggest that schools need not choose between academic excellence and student happiness; instead, they can foster environments where both flourish together.
In conclusion, this pioneering research advocates for a reimagined school day where movement, creativity, and choice are not extracurricular luxuries but fundamental components of effective education. As schools worldwide grapple with issues of student disengagement, mental health challenges, and the demand for better literacy outcomes, the lessons from the Ignite the Spark project offer an inspiring blueprint. Engaging the whole child—body, mind, and spirit—may well be the key to unlocking not just academic success but lifelong passion for learning.
Subject of Research: People
Article Title: Ignition project in Iceland: Exploring well-being, safety, enjoyment and perceived competence in school subjects in children from 6 to 9 years of age.
News Publication Date: 9-Oct-2025
Web References:
- NTNU Department of Psychology
- MOT (Show Courage): https://www.mot.no
- Related article on Gemini: https://gemini.no/2025/04/dette-kan-hjelpe-unge-til-mer-sta-pa-vilje
References:
Sigmundsson H. Ignition project in Iceland: Exploring well-being, safety, enjoyment and perceived competence in school subjects in children from 6 to 9 years of age. Acta Psychol (Amst). 2025 Oct;260:105654. doi: 10.1016/j.actpsy.2025.105654. Epub 2025 Oct 9. PMID: 41072296.
Keywords:
Well-being, Physical Activity, Passion Project Classes, Primary Education, Student Engagement, Literacy, Holistic Learning, Educational Intervention, Child Psychology, Enjoyment in School, Creative Learning, Nordic Education.
