“They don’t notice that I’m leaving” - How children with special educational needs experience participation in physical education: How Children with Special Educational Needs Experience Participation in Physical Education

Purpose: Physical education (PE) can pose unique challenges for children with special needs (SEN) due to bodily, social, and cognitive differences that may affect how they engage and interact with others. These children are often excluded from PE and tend to have lower levels of physical activity, which can negatively influence both their physical health and emotional wellbeing. The purpose of this study is to explore how children with SEN experience PE in primary school, focusing on what they identify as factors that promote or limit their sense of joy, belonging, and inclusion in movement activities.
Methods: The study draws on qualitative interviews with 53 children with SEN attending Danish primary schools. The interviews were analyzed using thematic analysis, and the emerging themes were further examined through Wenger’s theory of social learning. The analysis is part of the larger research project “Moving PE – for children with special needs in school and leisure time” which focuses on providing children with SEN positive experiences in PE through the integration of co-teaching.
Results: Three key themes were identified: Experiences of PE as a school subject, teacher support, and children's participation in decision-making. The analysis shows that many children with SEN describe PE as their favorite subject, where they can express themselves physically, and feel competent in ways that academic subjects rarely allow. However, others report feeling marginalized, particularly when lessons take place in large, noisy groups, when they struggle with bodily coordination, or when teachers fail to notice, guide, or include them meaningfully.
Conclusion: Children with SEN have diverse and sometimes contrasting experiences of PE. Some feel seen, supported, and motivated, while others experience exclusion or invisibility. Meaningful inclusion in PE requires adaptable and reflective teaching, sustained teacher support, and involvement of children in planning and decision-making to ensure participation for all. This study contributes to the field by bringing forward children with SEN’s own perspectives on inclusion in physical education. It adds to ongoing discussions on how teaching practices and child participation can foster more equitable and meaningful PE experiences for all children.