Meet Jennifer Sacheck

In particular, I’m excited by the prospect of expanding chronic disease prevention efforts. I’ve spent 20 to 30 years working in this area, and I saw an opportunity to help balance the department’s existing research strengths—particularly those grounded in psychology and behavioral science—with my expertise in obesity prevention, community-based research, and  public health.

What are some of your goals for the Department of Behavioral and Social Sciences?

Brown already has incredible expertise in many of the most pressing public health issues of our time. One area where I see potential for growth is in food and nutrition research, especially in the context of policy and climate change. That aligns closely with the dean’s priorities around climate and health, and I think we can do more to bring that expertise into the spotlight—whether through research or increased student engagement at both the undergraduate and graduate levels.

I also bring a strong background in physical activity research, and Brown has some preeminent researchers in this space. I’d love to bring us together to tackle bigger, bolder projects. There’s so much potential for impactful, interdisciplinary work, and I’m excited to explore those possibilities.

You were a college athlete—tell us more about that.

Yes, I grew up playing all kinds of sports, but I ultimately became a rower. I started rowing late in high school and was fortunate to be recruited for college. Rowing has been a huge part of my life—it’s helped me maintain balance, both literally and figuratively.

I still train and compete, and, funnily enough, rowing actually helped pay for my graduate education because I coached during my master’s program. The rowing world is small, and it’s amazing how often you run into people again years later. I still race on the Charles River in Boston, and hopefully, I’ll get out on the water in Narragansett soon.

What inspired you to focus on children's physical activity in your research?

I was trained in both physiology and nutrition, and I’ve always seen them as deeply connected. Early on, I worked with a foundation in Boston that was advocating for policies like taxing sugar-sweetened beverages and using those funds to support physical education programs in schools, which were being squeezed out due to standardized testing pressures.

I started conducting multi-state surveillance on kids’ physical activity and was shocked by how low their engagement levels were, even in preschool and early elementary school. When we measured activity objectively, less than 30% of kids were meeting daily guidelines. That was a wake-up call. Beyond obesity, low activity levels affect everything—attention, academic success, stress level, sleep and overall health and well-being.

One thing that really frustrated me was seeing gender disparities start so early. Even at a young age, girls were already participating in significantly less physical activity than boys. That drove me to try to understand the barriers and figure out how we could change that dynamic.

You emphasize the importance of context—factors like poverty and school access—when designing interventions. How can researchers better integrate these contextual factors into their programs?

My work has largely focused on lower-income, diverse communities, where access to safe spaces for physical activity isn’t a given. Not every kid has a playground in their backyard—or even at their school. So, a big part of designing effective interventions is understanding kids' environments and working collaboratively with families, schools and communities.

One key element is foundational movement skills. Many of us take for granted that kids instinctively know how to move their bodies confidently and competently. But for kids in underserved communities, who may not have had opportunities to develop these skills, physical activity can feel daunting. That’s where concepts like physical literacy come in—helping kids develop the confidence and skills they need to enjoy being active.

It’s also about teaching families how to support their kids’ physical activity, helping schools to implement movement-friendly curricula and creating policies that remove structural barriers. The goal isn’t just to get kids moving in the short term, but to set them up for a lifetime of physical activity and its benefits.

What multilevel interventions have shown the most promise in increasing physical activity among children? Many focus on schools, but you highlight the home environment as a critical factor.

Schools have been a major focus, and for good reason—kids spend so much of their day there. But multilevel interventions that extend beyond schools and into homes and communities are where we see the most impact.

One approach that has been particularly successful is partnering with nonprofits that have a presence both in schools and in communities. These organizations can help bridge the gap between schools and families, reinforcing positive behaviors across multiple environments. When teachers, parents and community programs are all aligned, it creates a reinforcing cycle that supports kids’ physical activity.

This kind of multi-level approach has been effective not just for physical activity, but also for nutrition interventions. When kids are getting consistent messages and support at home, at school, and in the community, the impact is much greater. And of course, policy plays a huge role as well—without supportive policies, even the best-designed interventions can struggle to gain traction.

I’m really excited to be here in Providence and to expand my work. I’ve been engaged in research across New England for years, but now I’m eager to get to know the local community, kids, families and schools here. There’s so much potential, and I can’t wait to be part of it.