Objective <p>Based on the theory of meaning construction, this study explores the mechanism by which physical activity (PA) influences the post-traumatic growth (PTG) of students with hearing disabilities and support needs.</p> Methods <p>Using the International Physical Activity Questionnaire, Life Satisfaction Scale, Self-Transcendent Meaning of Life Scale, and Post-Traumatic Growth Rating Scale, a questionnaire survey was conducted among 314 students with hearing disabilities and support needs.</p> Results <p>Among students with hearing disabilities and support needs, there are significant positive correlations between physical activity, life satisfaction (LS), self-transcendence of life meaning (SML), and post-traumatic growth. Physical activity can indirectly affect the post-traumatic growth of students with hearing disabilities and support needs through three pathways: the independent mediating role of life satisfaction, the independent mediating role of self-transcendence of life meaning, and the chain mediating role of self-transcendence of life meaning and life satisfaction.</p> Conclusion <p>This study refines the theoretical model of meaning construction for post-traumatic growth in the population with hearing disabilities and support needs, reveals the mechanism by which physical activity influences the post-traumatic growth of students with hearing disabilities and support needs, as well as the protective roles of life satisfaction and self-transcendence of life meaning. It has implications for preventing and alleviating post-traumatic stress disorder among individuals with hearing disabilities and support needs.</p>