Promoting Sustainable Social Inclusion in Physical Education: A Follow-Up Study of a Workshop Intervention on Students’ Perceptions Toward Inclusion in Israel

Abstract

Children and adolescents with disabilities (CAWD) face barriers that limit participation in physical activity, contributing to health and inclusion disparities. This study examined the impact of a short-term inclusive physical education workshop on students’ perceptions toward the inclusion of peers with disabilities. Seventy-six students (ages 11–15) from four Hebrew-speaking schools in Israel attended a two-and-a-half-hour workshop combining disability awareness with experiential Paralympic sports activities. Perceptions were assessed using a structured questionnaire at three time points: pre-intervention, post-intervention, and three-month follow-up. The results showed a significant improvement in perceptions immediately after the workshop, with most gains sustained at follow-up. These findings suggest that brief, experiential interventions can foster lasting perceptual change, supporting inclusive education and advancing social dimensions of sustainability. This study offers practical implications for designing policies and programs that promote equity and inclusion in physical education, aligned with UN Sustainable Development Goals (3, 4, and 10).