Every Child Deserves To Join!

WHY INCLUSIVE PE NEEDS TO BE MORE THAN A GOOD INTENTION

For many children, PE lessons are a highlight of the school week. They provide an opportunity to be active, develop friendships, build confidence and experience the enjoyment of being part of a team. But for some disabled children and young people with SEND, PE can become another part of the school day where they feel excluded.

A recent initiative from ParalympicsGB, in partnership with NatWest Thrive, is helping bring this issue into focus through a new programme called Equal Play in PE.

The programme, developed for the 2026–27 academic year, aims to help teachers make PE lessons more inclusive and ensure that disabled pupils have meaningful opportunities to participate in physical activity and school sport.

The research behind the initiative highlights a concerning picture. Only one in four disabled children regularly takes part in PE and school sport. A survey of teachers also found that 95% encounter physical or sensory needs in their classes, yet only 45% feel confident supporting those needs.

These figures raise important questions about what inclusion actually looks like in our schools.

It is easy to say that every child is welcome in PE, but being present in a lesson is not the same as being included. A child who spends the entire session watching from the sidelines is not necessarily experiencing the same opportunities as their classmates.

Equally, simply adapting an activity without considering whether the child can participate meaningfully may not be enough.

Inclusive PE requires teachers to understand the barriers children might experience and consider how activities can be adapted without removing the enjoyment, challenge or sense of achievement.

For a child with a physical disability, this might involve adjusting equipment, changing the rules of a game or introducing alternative ways to take part. For a child with autism or sensory processing differences, it may mean considering noise levels, clear instructions, predictable routines and the social demands of group activities.

A child with ADHD may benefit from activities that provide movement, clear expectations and opportunities to stay actively engaged. A pupil with a learning disability may need instructions broken into manageable steps, visual demonstrations or additional time to understand what is being asked.

The important thing is that these adjustments are based on the individual rather than assumptions about what a child can or cannot do.

Equal Play in PE aims to make this easier by providing practical resources, including videos featuring Paralympic athletes, examples of inclusive PE in real classrooms, activity adaptation guides and pupil-friendly participation cards.

The programme is particularly valuable because it recognises that teachers need more than encouragement. They need practical training, accessible resources and confidence in their ability to adapt lessons.

Research associated with the programme found that while many teachers understand the importance of inclusion, fewer feel confident translating that understanding into everyday practice. Only 44% of surveyed teachers said SEND guidance was easy to apply to an actual PE lesson.

This highlights the gap between knowing inclusion matters and having the tools to deliver it.

There is also a much wider benefit to inclusive sport. Physical activity supports children's health, but it also provides opportunities to develop communication, teamwork, problem-solving and social confidence.

For disabled children, being able to participate alongside their peers can be particularly important in developing a sense of belonging. It sends a message that they are valued members of the school community and that their contribution matters.

We should also remember that inclusive PE benefits everyone. When activities are designed with different abilities and needs in mind, children learn to cooperate, adapt and appreciate the different ways people can achieve the same goal.

Schools should not see inclusion as something that makes PE more complicated. Instead, it should be an opportunity to rethink how activities are delivered so that more children can enjoy them.

The success of Equal Play in PE will ultimately depend on how widely its resources are used and whether they lead to lasting changes in everyday lessons.

But the message behind the programme is one worth celebrating. Every child deserves the opportunity to move, play, participate and experience the joy of sport.

Inclusion should never mean watching from the sidelines.