When students are invited to co-design their own sport programmes, the results go beyond participation – a Canadian study shows gains in confidence, autonomy and a sense of belonging that had long been out of reach.

What the Research Study Is About

This study follows the development and implementation of “Game Changers”, an inclusive school sport programme co-designed with students with disabilities across three Canadian high schools. Using a participatory action research approach, the programme brought together students, PE and learning support teachers, educational assistants, university researchers and community partners to create sport programming shaped by the students’ own interests and desires. The goal was both practical – giving students with disabilities access to sport – and empowering, inviting them to take an active role in designing what that access looked like.

Key Findings

Students with disabilities are largely excluded from school sport – and they know it

• • Before Game Changers, most participating students had little to no experience in school sport.
  • Students were aware that sport opportunities at their schools were not equal, with some unable to even imagine that joining a school team was a possibility for them.
  • The competitive tryout culture of high school sport excludes many students with disabilities.

Co-designing sport with students changes the experience

• • When students were invited to shape their own sport programming, they chose activities that genuinely reflected their interests.
  • Students reported significantly higher levels of perceived competence and a meaningful increase in autonomy after completing the programme.

Barriers are real, but addressable

• • Teachers identified logistical challenges, lack of knowledge about inclusion, safety concerns and staffing shortages as the primary obstacles to inclusive sport.
  • Game Changers addressed many of these by providing dedicated funding, release time and access to external expertise.

Inclusive sport creates ripple effects across the whole school

• • Peer leaders and classmates without disabilities developed greater awareness of, and stronger relationships with, their peers with disabilities through shared participation.
  • Teachers reported shifts in school culture, with more staff becoming interested in supporting inclusive sport beyond the programme itself.

This research summary was generated by Claude AI and has been reviewed by the authors.