Which one? A comparative study of traditional and sports uniforms on academic achievement, cognitive performance, playtime, bullying, and discrimination in adolescents. The Cogni-Action Project
Abstract Objective The aim of the study was to compare academic achievement, cognitive performance, playtime, bullying, and discrimination in adolescents according to traditional (TU) and sports uniforms (SU) worn at school, while simultaneously exploring the influence of the school vulnerability index. Methods Nine hundred eighty-eight Chilean adolescents (52.6% boys) aged 10–14 years participated in this cross-sectional study. Academic achievement was evaluated by the average grade in maths, language, and science grades, while the cognitive performance was assessed through eight cognitive tasks. TU affecting physical activity, playtime, bullying, and discrimination were queried. Mixed model analyses were performed. Results No differences were observed in academic achievement (TU: 5.4 ± 0.1 vs. SU: 5.5 ± 0.2, p-value = 0.785) or in cognitive performance (TU: 99.6 ± 0.8 vs. SU: 98.9 ± 1.8, p-value = 0.754) according to school uniform type. Moreover, 64.1% of participants declared that wearing TU affects their physical activity, and those who believed so spent more time playing than those who answered negatively (14.5 min, p-value = 0.012). Finally, adolescents wearing SU displayed a lower feeling of bullying and discrimination; this finding depended mainly on the school’s vulnerability. Conclusion It is concluded that wearing a TU does not show an educational advantage at an academic and cognitive level that justifies its obligation. In addition, it could be suggested that schools consider adolescents’ opinions in adopting a more comfortable uniform, such as the SU. This feasible and low-cost measure would help to increase adolescents' physical activity during the school day and, contrary to belief, it would not be related to increased feelings of bullying and discrimination.