Building an inclusive classroom is a continuous journey, where thoughtful shifts in awareness and practice can deeply impact students’ lives. This article outlines key strategies for teachers to address ableism, particularly in health and physical education, to support every student’s growth and success.

What Is ableism?

Ableism is a form of discrimination that favours certain physical and mental abilities, often overlooking or undervaluing the strengths and contributions of those who don’t meet these narrow standards. It is prevalent in many aspects of society, including education, where activities and achievement standards are often designed with able-bodied students in mind.

As educators, we play a pivotal role in either reinforcing or dismantling ableism. By recognising and addressing ableist practices, we create learning environments that celebrate diversity and ensure every student’s abilities are seen, valued, and included.

Recognising ableism in health and physical education

Health and physical education often centres on physical achievements—speed, strength, agility—that can unintentionally exclude or isolate students with disabilities. Common ableist practices in health and physical education include:

• Competitive standards of success: Measuring success by benchmarks like scoring points or completing laps may exclude students with different abilities.
• Standardised participation expectations: Expecting all students to engage in a single way ignores individual needs and comfort levels.
• Limited adaptations: When activities aren’t adapted for diverse abilities, some students may feel pressured to sit out or participate in ways that don’t feel meaningful.

Creating a truly inclusive classroom requires intentional actions and ongoing reflection. Teachers have a vital role in challenging ableism by adopting inclusive mindsets and practices.

Adopt an inclusive mindset

The first step in combating ableism is recognising that inclusivity benefits everyone. Embracing diversity sends a clear message: every student has something valuable to contribute.

To begin, reflect on your own expectations and consider how they might unintentionally exclude students. Ask yourself questions like:

• What does “success” look like in this activity?
• Is it inclusive for all students?

Redefine success to encompass each student’s unique journey and experiences.

Adapt activities for diverse abilities

In health and physical education, designing adaptable activities ensures all students can grow and enjoy themselves. Modify rules, provide alternative equipment, or allow students to engage in ways that suit them.

For instance, in a relay race, offer students the choice to walk, jog, or pass a “baton” in a way that feels comfortable. By prioritising engagement over outcome, all students can participate meaningfully.

“Inclusivity benefits everyone—when we value diversity, every student has something meaningful to contribute.”

Engage in continuous learning and reflection

Addressing ableism is an ongoing process. Seek out resources, training, and discussions on inclusivity and adaptive practices. As Maya Angelou reminds us: “Do the best you can until you know better. Then, when you know better, do better.”

Schedule regular reflection time to evaluate your classroom practices. Ask yourself:

• Did everyone feel included?
• Were the adaptations successful?
• What can I improve for next time?

Use inclusive language

Language has the power to shape perceptions and attitudes. Use terms like “modifications” or “options” rather than “special needs” or “different” to foster an accepting environment.

When giving instructions, frame them inclusively. Instead of saying, “If you can’t do this, try this instead,” say, “Here are a range of options—choose the one that works best for you.” This approach normalises adaptations and empowers students.

Benefits of challenging ableism

When teachers actively challenge ableism, the classroom becomes a richer, more inclusive space. Benefits include:

• Increased participation: Students whose needs are respected and supported are more likely to engage fully.
• Improved confidence: Recognising all students’ achievements helps them feel valued and capable.
• Stronger community: Inclusive practices foster mutual respect and empathy, building a supportive classroom culture.

By addressing ableism, we ensure all students have equal opportunities to grow, achieve, and enjoy their learning experiences.

Challenging ableism in education is not just a responsibility; it’s an opportunity to build a more inclusive and empowering environment for every student. By shifting our perspectives, adapting our practices, and reflecting on our roles, we can create classrooms where all students feel valued and capable of success.

This article was originally published in Teachers Matter Magazine. 

About the author:

Erin Steel is a Healthy Active Learning Project Lead at Sport Northland. With over 20 years’ experience in education, she now works with senior leadership teams, teachers and students to create supportive and inclusive learning environments that empower students to become confident learners and communicators.