Students with asthma may be physically present in PE while still experiencing barriers to meaningful participation, confidence and belonging. This interactive workshop draws on published research to explore how pupils’ experiences, teachers’ decisions and everyday school routines can influence inclusion in physical education.

Participants will work through fictional scenarios reflecting issues identified in the literature and consider what the student may be experiencing, what assumptions teachers may make, and how practice could be adapted without unnecessarily restricting participation. The session will focus on inclusive pedagogical practice rather than the clinical management of asthma.

Through discussion and practical reflection, participants will consider how communication, lesson organisation, expectations and responses to asthma symptoms can either support or limit participation. The aim is for participants to leave with practical ideas and questions they can use to review their own PE practice and create safer, more inclusive experiences for students with asthma.