Teachers Perspectives on Health and Physical Education as a Strategy for Improving Psychological Well-Being in Special Education Settings

Abstract

This study examines teachers’ views of the incorporation of Health and Physical Education (HPE) as a potential approach to support psychological well-being in special education. The study establishes itself on the assumption that learner’s with special needs tend to experience more difficulties with issues of stress, anxiety, socialization, and self-esteem, all of which can have a detrimental impact on their academic and life development. The study utilized qualitative data from interviews and focus group discussions with special education teachers, noting that HPE is more than just physical fitness, and is an effective contributor to emotional regulation, resilience, and positive socialization. Teachers reported that organized and inclusive physical activity provides student’s opportunities to express themselves, diffuse stress, concentrate, and build confidence, all of which are essential components of psychological well-being. The research also reveals various systemic barriers that limit the full potential of HPE and special education: lack of accessibility to sufficient resources, teacher's specialized training, insufficient policy relevance, and parent's involvement. Even though there are significant barriers experienced within special education, participants identified HPE as a vehicle to foster holistic development and a positive, inclusive learning environment. To conclude, the study found that the inclusion of HPE into special education areas of curriculum could transform development benefits for students with unique needs both psychologically and educationally. Policymakers and school administrators should build on the institutionalization of HPE into special education contexts through supporting teachers with professional training, funding and resources, and ultimately achieving HPE programs relevant for special education contexts. Overall, this study also contributes to the growing areas of discourse in Inclusive Education by conceptualising HPE not just as initiative to develop motor skills in children, but as an avenue to promote psychological wellness of children who require special education supports.