Fostering Inclusion and Social Justice in Physical Education: Learners' Insights for an Equitable Curriculum

Abstract

Inclusive and socially just Physical Education (PE) environments are essential for ensuring that all learners—regardless of gender, ability, or socioeconomic background—experience equitable participation. In the Philippines, the Health Optimizing Physical Education (HOPE) curriculum aims to promote such inclusivity, yet students’ firsthand experiences remain underexplored. This study examined learners’ perceptions and experiences of inclusion and social justice within the HOPE curriculum at Tanza National Comprehensive High School. It further assessed whether perceptions differed by gender, age, or academic strand. A mixed‑methods convergent parallel design was employed. Quantitative data were collected from 338 senior high school students through a validated survey, while qualitative insights were gathered from 14 Grade 12 student leaders via semi‑structured interviews. Quantitative data were analyzed using descriptive statistics and ANOVA, while qualitative data were interpreted through Colaizzi’s method. Integration occurred during triangulation. Learners reported high perceptions of inclusion and social justice across indicators, highlighting equal participation, cultural respect, and supportive teacher practices. ANOVA results showed no significant differences across gender, age, or strand. Qualitative findings revealed themes of belonging, peer support, fairness, and positive teacher adaptation, alongside occasional exclusion, subtle biases, and inconsistent accommodations for students with disabilities. The HOPE curriculum was generally perceived as inclusive and socially just, though gaps remain in addressing subtle exclusion and ensuring consistent support for diverse learners. Findings provide evidence‑based insights for enhancing teacher training, curriculum implementation, and school-level inclusivity efforts.