“For everyone, but mission impossible” health and physical educators’ perspectives on inclusive learning environments

Abstract

Teachers play significant roles in students’ inclusive learning experiences in health and physical education (HPE) settings. However, there is a lack of empirical knowledge regarding primary/elementary HPE teachers’ understandings in establishinginclusive learning environments.This study examined primary/elementary HPE teachers’ perspectives on inclusive learning environments.The potential contributions of this study would be to provide empirical knowledge regarding the teachers’ understandings of inclusive learning environments, for further cross-cultural comparisons with those of administrators, parents, and students, as well as other HPE educators and those who work in other disciplines.An explorative qualitative research design was employed to study participants’ perspectives (n=11).Data were collected throughface-to-face semi-structured interviews, field notes and reflective journal entries, and email correspondences;and analysed thematically employing data analysis spiral.According to participants, establishing inclusive learning environments should be “for everyone,” but it could be “mission impossible”—considering the diversity of students and teachers, as well as the current constructions of the educational system. They also perceived that establishing such environments is “to create a safe place” for everyone. Participants acknowledged the importance of “inclusion for all.” However, their frustrations of achieving such ideal in day-to-day practices were evident.Future policies should focus on improving support systems and educational opportunities for teachers. Furthermore, ways of employing broadened views of inclusion (e.g., enhancing social/cultural acceptance and sustainability) within day-to-day educational practices need to be explored further.