Inclusive education seeks to ensure equitable learning opportunities for all students, regardless of individual abilities or educational needs. Within inclusive school environments, physical education (PE) plays a key role in promoting physical health, psychosocial wellbeing, social interaction, and positive self-perception. For students with special educational needs (SEN), participation in PE lessons is particularly important, as it supports motor development, emotional stability, and self-confidence.

Despite its potential, research and school practice indicate that students with SEN often encounter psychological and physical barriers in PE lessons. Limited motor coordination, reduced endurance, fear of failure, and negative comparison with peers may lead to decreased motivation and low self-esteem. These challenges frequently result in passive participation or avoidance of physical activity, undermining both educational and health-related outcomes. From a health education perspective, there is a need for pedagogical approaches that actively support motivation, wellbeing, and positive self-concept among students with SEN.

The study employed a qualitative pedagogical design based on the Lesson Study cycle, involving PE teachers and specialists in psychological and pedagogical support. Students with SEN were identified as focus learners. At the lesson planning stage, inclusive PE lessons were collaboratively designed to include differentiated motor tasks, variable levels of difficulty, adapted equipment, and flexible pacing. The primary objective was to ensure active participation and experiences of success for all students. During lesson implementation, systematic observations were conducted to document students’ engagement, initiative, emotional responses, peer interaction, and reactions to success or difficulty. In addition, short semi-structured interviews were carried out with focus students to explore their perceptions of participation, confidence, and attitudes toward PE. The analysis and reflection stage involved collective discussion of observational and interview data. Subsequent lessons were refined based on identified student needs and learning behaviors. The study is grounded in the principles of inclusive education and health education, which emphasize learner-centeredness, equity, individual progress, and psychosocial wellbeing. In the European context, inclusive education is viewed as a systemic approach to removing barriers to participation and promoting meaningful engagement of all learners. Health education highlights the role of schools in fostering health literacy, wellbeing, and sustainable health-related behaviors. Motivation is conceptualized as a key determinant of sustained engagement in physical activity. According to self-determination theory, motivation is strengthened when learners experience autonomy, competence, and relatedness. Students with SEN often face challenges in these areas, making supportive pedagogical strategies essential for promoting intrinsic motivation. Self-esteem is understood as a core component of emotional wellbeing and self-efficacy. In inclusive PE, positive self-perception is closely linked to experiences of success, supportive feedback, and meaningful social interaction. Lesson Study is conceptualized as a form of collaborative professional inquiry that shifts the focus from teaching performance to students’ learning experiences, enabling teachers to make evidence-informed pedagogical decisions aimed at improving motivation and wellbeing.

The Lesson Study process conducted with Grade 8 students revealed several pedagogical approaches that positively influenced motivation and self-esteem among students with SEN. Differentiation of motor tasks was associated with increased engagement, with approximately 78% of students demonstrating higher activity levels and greater willingness to participate. Supportive feedback emphasizing individual effort and progress contributed to improved emotional climate, with around 72% of students reporting increased confidence and reduced fear of making mistakes. Game-based and team activities fostered social inclusion and a sense of belonging, as approximately 75% of students showed improved peer interaction and initiative. Creating situations of success through recognition of small achievements emerged as a critical factor in strengthening self-esteem. No noticeable change was observed in approximately 3% of students, while others showed partial improvement, indicating the need for continued individualized support. The findings demonstrate that Lesson Study is an effective approach for developing inclusive and health-oriented PE practices. By enabling collaborative reflection on students’ learning experiences, Lesson Study supports the creation of motivational, supportive, and psychologically safe learning environments. From a health education perspective, the study contributes to inclusive PE models that promote wellbeing, self-efficacy, and sustainable engagement in physical activity among students with SEN.

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