On 7th November the DfE published its updated non-statutory guidance on school uniform policies, primarily aimed at reducing the cost of school uniform for families and prompted by the Children’s Wellbeing and Schools Bill which places a legal limit of 3 compulsory branded items (not including ties) that schools in England can require pupils to wear. This blog is aimed at taking you beyond legislation and to support in schools anywhere.
When we think about barriers to participation in PE, our minds often jump to facilities, curriculum time or even the weather. But how often do we stop to think about the kit itself? For many young people, what they wear in PE can make the difference between joining in with enthusiasm and dreading the lesson before it’s even started.
Disparities in PE participation can begin in childhood, with early experiences in physical activity shaping later involvement and confidence. Children, especially girls, may already show differences in engagement and face challenges that can persist as they grow older.
Research commissioned by Asics as part of the ‘Undropped kit’ project found that 74% of teenage girls say PE would be more enjoyable if their kit were more comfortable and 70% would be more likely to take part if they had more choice. Those are powerful figures and they’re hard to ignore. Research shows that differences in participation are evident from a young age, with age-related factors influencing engagement as children transition through different developmental stages.
There are multiple factors that affect girls’ participation in PE, including the onset of puberty, body confidence and social influences. Adolescent girls experience barriers such as disruptions to social connections and body confidence issues, particularly during the transition from childhood to adolescence.
Why Kit Matters for Physical Activity
The PE kit is more than a uniform. It’s a signal of belonging, comfort, confidence and even identity. For some pupils it’s simply not fit for purpose: the biggest drop off in girls’ participation in sport and physical activity is seen, with the biggest drop off occurring during the transition from primary to secondary school. This period often coincides with puberty, when body confidence and self-consciousness can decline. There is also an increasing need to fit in among peers during adolescence, which can further impact girls’ willingness to participate.
The power of friendship groups and role models cannot be underestimated. Positive influence from school policies, inclusive PE kit options and visible female role models can help improve girls’ confidence and engagement in physical activity.
Programmes like Girls Active are designed to address these challenges. The programme recognises and values girls’ voices, needs and self-confidence, empowering them to participate more actively in PE and sport.
Kit matters, not just for PE but for elite athletes too. London Mavericks netball team recently launched the opportunity for their players to choose their style of kit. This included some wearing skorts, shorts or dresses.
The Impact on Students
The transition from primary to secondary school is a pivotal time for many young women, and it’s during this period that the biggest drop off in girls’ participation in sport and physical activity is seen. Research consistently shows that adolescent girls experience a sharp decline in physical activity as they move into secondary schools, with declining body confidence, self-consciousness and a lack of enjoyment in PE lessons among the most common barriers. This disparity widens further as girls progress through adolescence, with many feeling that PE and sports are simply not for them.
Programmes like Girls Active, supported by the Youth Sport Trust, are working to change this narrative. By creating a dedicated and supportive environment, these initiatives help girls to engage in physical education and a range of physical activities that are sport relevant and tailored to their interests. The power of friendship groups and positive role models is harnessed to boost self-confidence and self-esteem, making it easier for girls to participate without feeling self-conscious or excluded.
Teachers in England and across the UK have reported that when schools adopt inclusive approaches – offering choice, listening to students and providing leadership opportunities – girls’ engagement and motivation in PE lessons increase significantly. Many girls who once felt on the sidelines are now taking on leadership roles, encouraging their peers and becoming more active both in and out of school. This not only improves participation rates but also has a positive impact on girls’ overall well-being, academic outcomes and sense of belonging.
Importantly, the Girls Active programme recognises that the barriers to participation are complex and multifaceted. By addressing worries about body image, providing a range of activities and ensuring that every girl feels accepted and supported, the programme helps to reduce the anxiety and disruption that can affect girls’ participation in physical activity. The findings show that when girls feel comfortable, confident and included, they are far more likely to enjoy PE, stay active and develop a lifelong love of sport.
As more schools embrace these approaches, the gap in participation between boys and girls is beginning to close. The impact of these programmes is being felt not just in PE lessons, but across the whole school experience, helping young women to build self-confidence, form positive relationships and access new opportunities. With continued support, resources and understanding, we can ensure that every girl has the chance to thrive in physical education and beyond.
Style and Fit for Adolescent Girls
Every young person is different, yet many kits are designed with a “one-size-fits-all” mentality. For pupils going through adolescence, when body image and confidence are already fragile, wearing a kit that feels unflattering or exposes more than they’re comfortable with can be a huge deterrent. A lack of choice in style or cut often leaves pupils feeling self-conscious and less willing to engage fully in PE. It’s important to offer a variety of styles, to accommodate different preferences and body types. Clothing that is too tight, too short or rides up can make girls feel self-conscious and less willing to participate, so ensuring a proper fit is essential.
Fabric: Traditional PE kits often use thick cotton or heavy polyester that doesn’t cope well with sweat, rain or cold. While these materials may have been chosen for durability, they can feel uncomfortable, especially during outdoor lessons in winter or high-intensity activities indoors. Breathable, lightweight fabrics are now widely available and choosing them can make pupils more willing to throw themselves into activity without worrying about overheating or being cold and damp for the rest of the day.
Periods: For many girls, PE becomes a source of stress during their periods. Light-coloured shorts and thin fabrics can heighten anxiety about leaks or visibility, leading some to avoid participation altogether. Darker, layered or period-conscious designs could help to normalise activity at this time of the month and remove a barrier that so many pupils quietly struggle with.
Cost: Schools already work incredibly hard to keep PE kit affordable, often balancing the need for durability and uniformity with the reality of household budgets. However, restrictive kit policies, for example, insisting on branded or specific supplier-only items, can unintentionally increase financial pressure on families. Offering more flexible options, or supporting second-hand swaps, can help ensure cost never becomes a reason for exclusion. Affordable school uniform options, including PE kit essentials, are vital to ensure all pupils can participate comfortably.
The Work of Inclusive Sportswear
One organisation leading the way is Inclusive Sportswear. They’ve developed guidance and a school charter to help us review kit policies through an inclusivity lens. Their approach is simple but effective: prioritise choice, comfort, performance, enjoyment and belonging. There is also great value in learning from e-learning programmes and educational resources that promote physical activity and support inclusive practices. Hear more about this via a BBC iPlayer episode on Girls in PE: Breaking Down The Barriers with Tess Howard.
Schools are encouraged to ask:
- Does our kit policy meet the needs of all pupils, regardless of body shape, religion, gender identity or financial situation?
- Do pupils have a voice in shaping what they wear?
- Are we offering affordable, accessible options that encourage participation rather than restrict it?
A Case Study: Burnley High School
Burnley High School has been part of the ‘Undropped Kit’ project, a collaboration between ASICS, Mind and Inclusive Sportswear. By listening to their pupils and trialling new designs, they’ve helped shape kit options that are more comfortable, flexible and confidence-boosting. It’s a reminder that meaningful change often starts with something as simple as asking pupils what they need.
What Can We Do as PE Teachers?
Here are some small but powerful steps we can take:
- Review your current policy: does it allow choice, affordability, modesty and comfort?
- Consult your pupils: ask them what they want from their kit, and be open to their answers.
- Pilot alternatives: try offering leggings or different tops and see what works.
- Work with parents: consider affordability, second-hand swaps or multiple suppliers.
- Champion inclusivity: speak up in your department or MAT meetings about making kit policies fit for every child.
Final Thought
As PE teachers, our role isn’t just to deliver a curriculum; it’s to nurture a lifelong love of movement. If the kit is putting pupils off before they’ve even started, then we need to ask ourselves – are we really being inclusive?
The work of Inclusive Sportswear, Burnley High School, Mind and ASICS shows us that change is possible. And it starts with us. By re-imagining the PE kit, we can make PE more accessible, more enjoyable and most importantly, something every young person wants to be part of.
You can find additional information and resources about inclusive PE kit options, including styles, hoodies, and school uniform essentials, by visiting the link below:
https://platform.inclusivesportswear.com/champion-process/pe-kit-review?utm_source=chatgpt.com
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