On the relationship between classroom climate and social interactions – A comparison between inclusive classroom and physical education lessons

Furrer, Vitus; Mumenthaler, Fabian; Eckhart, Michael; Nagel, Siegfried; Valkanover, Stefan (2023). On the relationship between classroom climate and social interactions – A comparison between inclusive classroom and physical education lessons. Zeitschrift für sportpädagogische Forschung ZSF, 11(1), pp. 100-121. Nomos 10.5771/2196-5218-2023-1-100

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Inclusive education aims at fostering social participation of all children. Studies show that i.a. a positive class climate has a positive effect on the social participation of children with special educational needs. Also, concerning social participation, a high potential is often ascribed to physical education (PE) – although without empirical grounds. To investigate the inclusive potential of PE we compare the class climate and the social interactions between PE and classroom (CR) lessons. The extent to which classroom climate is related to social interactions and whether this differs across the two settings (PE and CR) and for children with and without intellectual disabilities (ID) will be examined. The sample consists of 1.861 pupils (thereof 130 with ID) from 107 inclusive primary school classes. The results show that there are significantly fewer social interactions in PE, but pupils perceive the class climate in PE significantly more positive. While in PE a higher class climate is related to more social interactions, this is not the case for CR. The results therefore can be interpreted as PE having a potential for fostering social participation.

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