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Background <p>Inclusive physical education (PE) demands valuing diversity and full acceptance of every student, yet students with social, emotional, and mental health (SEMH) needs face high exclusion rates alongside a&#xa0;rising prevalence of SEMH-related special educational needs (SEN). The unique setting and curricula of PE—integrating motor, social, and emotional skills—may hold distinct potential; however, research remains fragmented. To advance urgent inclusion reforms, this systematic review employs Prengel’s (<CitationRef CitationID="CR31">2001</CitationRef>) egalitarian difference to frame inclusive PE as a&#xa0;pedagogical space valuing diversity as the norm, answering the following question: <i>How can the inclusion of students receiving SEN support for SEMH needs be encouraged in PE?</i></p> Methods <p>Following PRISMA guidelines, a&#xa0;systematic search across five databases (Academic Search Ultimate, Education Source, ERIC, MEDLINE Complete, and SPORTDiscus) yielded ten studies meeting the inclusion criteria. Joanna Briggs Institute (JBI) critical appraisal tools were used to assess methodological quality prior to thematic synthesis.</p> Results <p>Four analytical themes emerged: (1)&#xa0;chances of PE for SEMH students’ needs, (2)&#xa0;teacher training for inclusive practice, (3)&#xa0;influences on inclusive delivery, and (4)&#xa0;potential barriers to inclusion. Key findings indicate that PE has a&#xa0;dual role in offering both developmental benefits and challenges for students with SEMH needs.</p> Conclusion <p>Holistic, student-centered approaches in PE can support social–emotional and cognitive skill development among students with SEMH needs, advocating inclusive pedagogy grounded in egalitarian difference. However, embodying this framework requires teachers to possess multidimensional competencies to reflexively navigate tensions (e.g., standardization vs. individualization) and counteract societal biases through critically reflexive praxis. Methodological constraints limit generalizability and demand future participatory intervention-based research centering on student voices to identify inclusion strategies.</p>

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Encouraging inclusion of students with social, emotional, and mental health needs in physical education: a systematic review

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月20日

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  • Leefke Brunssen,
  • Ru Kim Haase,
  • Valerie Kastrup

摘要

Background

Inclusive physical education (PE) demands valuing diversity and full acceptance of every student, yet students with social, emotional, and mental health (SEMH) needs face high exclusion rates alongside a rising prevalence of SEMH-related special educational needs (SEN). The unique setting and curricula of PE—integrating motor, social, and emotional skills—may hold distinct potential; however, research remains fragmented. To advance urgent inclusion reforms, this systematic review employs Prengel’s (2001) egalitarian difference to frame inclusive PE as a pedagogical space valuing diversity as the norm, answering the following question: How can the inclusion of students receiving SEN support for SEMH needs be encouraged in PE?

Methods

Following PRISMA guidelines, a systematic search across five databases (Academic Search Ultimate, Education Source, ERIC, MEDLINE Complete, and SPORTDiscus) yielded ten studies meeting the inclusion criteria. Joanna Briggs Institute (JBI) critical appraisal tools were used to assess methodological quality prior to thematic synthesis.

Results

Four analytical themes emerged: (1) chances of PE for SEMH students’ needs, (2) teacher training for inclusive practice, (3) influences on inclusive delivery, and (4) potential barriers to inclusion. Key findings indicate that PE has a dual role in offering both developmental benefits and challenges for students with SEMH needs.

Conclusion

Holistic, student-centered approaches in PE can support social–emotional and cognitive skill development among students with SEMH needs, advocating inclusive pedagogy grounded in egalitarian difference. However, embodying this framework requires teachers to possess multidimensional competencies to reflexively navigate tensions (e.g., standardization vs. individualization) and counteract societal biases through critically reflexive praxis. Methodological constraints limit generalizability and demand future participatory intervention-based research centering on student voices to identify inclusion strategies.