Physical Education and Health (PEH) plays a central role in students’ physical, cognitive, emotional, and social development (UNESCO, 2015). However, traditional PEH practices tend to reproduce inequalities related to gender, ethnicity, and socioeconomic background (Schenker et al., 2019). In Sweden, where PEH often emphasizes competitive sports and narrow definitions of physical activity, some student groups risk exclusion. This is particularly true for students who do not participate in extracurricular sports (Modell, 2024), foreign-born girls (Jansson et al., 2022), and students in rural areas (Högman et al., 2022). Such exclusion highlights the need for a more inclusive and equitable PEH framework. This project investigates how upper-secondary PEH teachers interpret and implement the new curriculum, set to be introduced in the autumn of 2025, with a focus on the concept of “bodily ability”. The new curriculum emphasizes a holistic approach to movement, including activities such as swimming and dance, that promote a broad and inclusive definition of physical ability. Drawing on previous participatory action research (PAR) on social justice pedagogies (Gerdin, Schenker & Linnér, 2024), the study aims to challenge and transform norms that sustain exclusionary practices. The main research questions are: (1) How do teachers interpret the new curriculum’s emphasis on bodily ability? (2) What norms and beliefs shape current teaching practices, and how can they be transformed to promote inclusion and equity? Using a PAR approach (Kemmis, 2009), we collaborate with upper-secondary PEH teachers in southern Sweden to identify and implement inclusive pedagogical strategies. The research process involves iterative cycles of planning, action, observation, and reflection, allowing teachers to critically assess and refine their instructional methods. Data collection includes classroom observations, semi-structured interviews, focus groups, and reflective workshops. Analysis follows thematic methodology (Braun & Clarke, 2023) and critical theory perspectives (Lather, 1998), incorporating insights from Freire (1970), Tinning (2017), and Ukpoduku (2009). By engaging teachers as active agents in the research process, the study fosters meaningful pedagogical shifts that align with the principles of equity and inclusion. The study aims to generate practical insights for educators and policymakers by examining how curriculum changes are implemented in practice and how equity can be strengthened in PEH. We present preliminary findings, focusing on more inclusive and socially just teaching approaches in swimming and dance. The anticipated outcomes include strategies for fostering a learning environment where all students can engage meaningfully, regardless of their prior experiences, abilities, or backgrounds.

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