This symposium aligns with the ECER 2025 theme "Charting the Way Forward: Education Research Potentials and Perspectives" by exploring the transformative potential of social justice pedagogies in Health and Physical Education (HPE). Specifically, it examines how these pedagogies can address systemic inequities and foster inclusion and equity in diverse educational contexts. Drawing on findings from the EDUHEALTH project, this symposium engages with international perspectives to advance more equitable and inclusive HPE practices.

HPE holds unique potential to contribute to young people’s physical, cognitive, emotional, and social development, fostering interpersonal relationships and promoting socially cohesive societies (Opstoel et al., 2020; Smith et al., 2021). However, as Bailey et al. (2009) and Dagkas (2018) caution, participation in HPE does not inherently lead to equitable outcomes. Research demonstrates that HPE practices often perpetuate exclusion, disproportionately marginalizing students based on socio-cultural factors (Jansson et al., 2022; Svennberg & Högberg, 2018). Critical scholars have long called for pedagogical approaches that challenge power dynamics and foster inclusion, representation, and advocacy (Wright, 2004). The EDUHEALTH project examines how social justice pedagogies can address these challenges and create transformative educational experiences.

To date, EDUHEALTH research has drawn attention to how context shapes the conceptualization and enactment of social justice in HPE. Linnér et al. (2022) highlighted how institutional factors such as curriculum design, societal norms, and cultural expectations can influence teaching practices, often enabling or constraining equity. Neoliberal individualism embedded in curricula, for example, frequently undermines collective approaches to equity. Gerdin et al. (2024) emphasized that vague and inconsistent curriculum language hinders teachers’ ability to enact social justice, pointing to the need for clearer guidance and supportive resources. Central to these findings is the role of caring teacher-student relationships. Mordal Moen et al. (2020) stressed that fostering trust, understanding students’ individual needs, and creating supportive learning environments are essential for meaningful engagement. Similarly, Smith et al. (2021) illustrated how designing activities that promote inclusivity, cooperation, and cultural awareness can help students develop interpersonal skills, appreciate diversity, and contribute to societal well-being. Philpot et al. (2021) further highlighted the potential of critical pedagogies in challenging entrenched power dynamics and fostering inclusivity. Explicitly teaching about equity, promoting marginalized groups, and encouraging critical reflection are examples of pedagogical strategies for addressing systemic inequities in HPE classrooms.

Teacher agency is another focus of the EDUHEALTH project. Gerdin, Schenker, and Linnér (2024) investigated how teachers navigate systemic constraints and cultural expectations to address classroom inequities. Using critical participatory action research, they revealed tensions between policy mandates and localized practices, emphasizing the importance of professional development and institutional support in empowering teachers to adopt equity-focused approaches. This empowerment bridges the gap between aspirational curriculum goals and practical implementation, enabling educators to address inequities in their practice. Additionally, Gerdin (2024) explored how intersectional identities shape students’ experiences in HPE, finding that marginalized students often perceive HPE as exclusionary due to systemic barriers like rigid curricula and implicit biases. This study called for incorporating student voices into the design of HPE practices to reflect diverse needs and lived realities. Co-designed learning environments that prioritize inclusion and representation are essential to overcoming these barriers.

This symposium seeks to continue exploring these insights from EDUHEALTH to inform educators, policymakers, and researchers. Presentations from Sweden, New Zealand, Austria, and Norway will offer context-specific findings and demonstrate how localized practices can inform global conversations on equity and inclusion. The symposium will conclude with a synthesis of contributions, led by a discussant, and an interactive discussion on future research and practice directions.

Dagkas, S. (2018). Is social justice a reality within physical education and sport pedagogy research? An open letter to the field. Physical Education and Sport Pedagogy, 23(5), 471–475. Gerdin, G., Schenker, K., & Linnér, S. (2024). Understandings and enactments of social justice pedagogies in Swedish Physical Education and Health practice. European Physical Education Review. Gerdin, G., Lundin, K., Philpot, R., Berg, E., Mooney, A., Alfrey, L., Kitching, A., Schenker, K., & Linnér, S. (2024). Despite good intentions: The elusiveness of social justice in health and physical education curricula across different contexts. European Physical Education Review. Opstoel, K., et al. (2020). Personal and social development in physical education and sports: A review study. European Physical Education Review, 26(4), 797–813. Philpot, R., Smith, W., Gerdin, G., & Schenker, K. (2021). Taking action for social justice in HPE classrooms through explicit critical pedagogies. Physical Education and Sport Pedagogy, 26(6), 662–674. Wright, J. (2004). Critical inquiry and problem solving in PE. In D. Macdonald & L. Burrows (Eds.), Critical Inquiry and Problem Solving in Physical Education (pp. 3–15). London: Routledge.