ParalympicsGB – Interview with David Clarke OBE, PLY – CEO of ParalympicsGB

• Why is now the right time to push for equal access to PE for disabled children, and what makes the current curriculum review a critical opportunity for change?

ParalympicsGB used the spotlight of the Paris 2024 Paralympic Games to launch our Equal Play campaign highlighting unequal access to PE for disabled children. Many athletes had shared inspiring stories with us of supportive teachers and inclusive PE lessons that shaped their futures. However, others recalled exclusion and not being allowed to participate fully alongside non-disabled peers.

Research emphasises this disparity: only 25% of disabled children participate in school sports all of the time, compared to 41% of non-disabled children, and worryingly one-third of disabled children engage in less than 30 minutes of daily physical activity (Activity Alliance, My Active Future: Including every child, 2020).

With this insight ParalympicsGB consulted experts in education, sport and disability to produce a policy paper with a series of recommendations for government and schools. A number of the proposed solutions connect with the need for changes to the PE curriculum and hence the review offers an essential opportunity to further emphasise the changes needed, in particular:

1. Elevating the status of physical education – PE is often sidelined in the curriculum, overshadowed by other subjects. Yet, physical activity is fundamental to all children’s happiness and well-being, helping them build confidence, teamwork and leadership skills while having fun.

2. Redefining physical education – Traditional sport can often dominate PE, leaving little room for a broader understanding of physical literacy. Schools must adopt a more inclusive approach, embracing diverse ways of being active to engage every child, particularly disabled children, and promote lifelong activity habits.

3. Teaching the Social Model of Disability – Incorporating the social model of disability into the curriculum can help create a culture of respect, inclusion, and understanding. By teaching students to view disability through this lens, schools can help future generations prioritise accessibility and equality. This approach ensures that every child feels recognised, valued, and supported in their individual abilities.

• How would you describe the barriers disabled children and SEND students currently face in accessing PE in both mainstream and special schools?

Disabled children and SEND students in UK schools often face a vastly different experience compared to their non-disabled peers, encountering numerous barriers across the education system. These challenges include insufficient funding for accessible school spaces and PE equipment, a lack of inclusive opportunities in the lessons, and prevailing attitudes that can marginalise disabled students.

We’re aware teachers, across both mainstream and special schools, frequently lack the training, support and resources needed to deliver genuinely inclusive physical education. We have heard how many feel unprepared and underfunded, which impacts their ability to create accessible learning environments.

Additionally, structural issues within the education sector, such as mounting curriculum pressures and a rigid focus on school performance metrics, hinder schools’ capacity to provide high-quality, inclusive PE and school sport opportunities for all disabled students. As a result, disabled children often miss out on equitable and enriching educational experiences.

• In what specific ways does ParalympicsGB envision a more inclusive PE curriculum benefiting all students, and what does “physical literacy” mean in this context?

ParalympicsGB is asking for the reprioritisation of physical education within the national curriculum, an overhaul and modernisation of PE, and an increase in the quantity of physical education provided in schools.

Even when PE is prioritised within the curriculum, teaching approaches can often emphasise traditional sports, which can be more difficult for disabled children and young people to participate in. This narrow focus limits opportunities for all children to engage in physical activity in ways that suit their abilities and interests.  

Through the curriculum review we’re seeking a cultural shift in how PE is viewed, moving away from a narrow focus on traditional sports towards a broader concept of physical literacy. When we talk about physical literacy ParalympicsGB means activity that celebrates diverse ways of being physically active and delivers widespread benefits, particularly for disabled children such as mental health and movement.

The quantity of PE for disabled children is also an issue – there is not enough opportunity to access physical education and school sport within the school day. In February 2022, the government published the first ever guidelines recommending disabled children undertake at least 120 minutes of aerobic physical activity per week, which is significantly less than that recommended for non-disabled children. We don’t believe there is evidence for a lower amount of time for disabled children, however circulating these guidelines would at least be a start for those schools not prioritising physical activity opportunities.  

What are some practical strategies ParalympicsGB suggests for schools to adopt more inclusive PE practices, especially when resources are limited?

ParalympicsGB is advocating for the following practical strategies for teachers to make physical education more inclusive:

1. Involve students, including disabled children, in planning activities to ensure their preferences and needs are met.
2. Pair students for activities that promote teamwork and inclusivity, encouraging peer learning and support.
3. Modify rules or adapt games to ensure everyone can participate, such as using larger balls, lowering nets, or reducing distances.
4. Provide a variety of equipment to suit different needs and abilities. For example, lightweight bats or auditory balls for visually impaired students.
5. Shift the emphasis from competition to personal improvement and skill development.
6. Include non-traditional activities like dance, yoga, or adapted sports to consider students’ mobility needs.

The following programmes, led and supported by ParalympicsGB, also provide valuable support and resources for schools and educators:

https://www.getset.co.uk/equal-play– provides young people and teachers with access to a wide range of opportunities and resources which can be used in PE lessons, in the classroom and on the playground. The website also provides schools with the chance to share best practice and learn from each other.

Inclusion 2024 Inclusive PE hub – offers a range of essential resources for inclusive PE and school sport.  There is also an option to complete an Inclusive PE self-assessment and receive feedback.  

• What key skills do teachers need to effectively deliver inclusive PE, and how does ParalympicsGB propose adapting teacher training to meet these needs?

Through ParalympicsGB’s work on Get Set there are a number of key skills identified to effectively deliver inclusive PE. These include:

Differentiation and adaptability:

• Teachers should be proficient at modifying activities to meet diverse needs. For example, adapting games to ensure all students, regardless of ability, can participate meaningfully.
• Use flexible equipment, adjust rules, or create parallel activities so every student is engaged.

Empathy and student-centred approach:

• Building a deep understanding of students’ individual needs and challenges helps teachers create a welcoming environment.
• Listen to student feedback to ensure PE feels inclusive and enjoyable for all.

Classroom management in dynamic settings:

• Managing behaviour in an open, often unpredictable PE environment requires strong leadership and clarity in instructions.
• Incorporating consistent routines and clear expectations reduces anxiety and ensures smoother transitions.

Collaborative planning:

• Work closely with other teachers, support staff, and families to create inclusive strategies. This ensures students with specific needs (e.g. disabilities, language barriers) are not overlooked.

Continuous professional development:

• Stay updated on best practices, inclusive teaching strategies, and tools for adaptive PE.
• Attend workshops or collaborate with specialists in inclusive education.

To ensure all existing and future teachers have these skills more training and development opportunities to empower teachers is essential. Whilst there is a willingness to include disabled pupils in PE and school sport, more investment is needed into opportunities to empower the school workforce with the right tools, training, and resources to deliver a truly inclusive, high-quality education to disabled students.

Additionally, there needs to be a greater focus on inclusion within initial teacher training and education. The educational experience of trainee teachers is dependent on the specific training provider, and there is no requirement in the core training curriculum around disability inclusion or mandate to engage with disabled students. Adapting teacher training and education will ensure the next generation of the teaching workforce graduate with the skills and confidence necessary to accommodate the diverse needs of disabled children with different impairments. 

• What role does ParalympicsGB see for disabled people in PE teaching roles, and how could increased representation affect school environments?

‘If you can’t see it, you can’t be it’ is what we so often hear from ParalympicsGB athletes and the same applies in the teaching workforce. The last time data was captured on disability within the teaching workforce was in 2016 (a Department for Education study), and it found that only 0.5% of teaching staff were disabled.

Although UK research on the impact of disabled teacher representation on student attainment is limited, qualitative insight suggests it is crucial. This is supported also by research from the Youth Sport Trust’s Class of 2035 report which indicates that disabled young people are more likely to be inspired by a PE teacher than their non-disabled peers. ParalympicsGB athletes have shared that, as students, they rarely saw themselves represented in the classroom. Many noted that teachers often lack the lived experience necessary to deliver truly inclusive PE lessons, which can have a significant impact on disabled students’ engagement and achievement.

• Many schools face competing academic pressures that can deprioritise PE. How would you respond to teachers who struggle to balance the curriculum with the push for inclusive PE?

We recognise that many schools and teachers are under significant pressure to meet academic targets, and that PE can sometimes be deprioritised. However, it’s crucial to remember that PE is not just about physical skills; it’s a vital part of developing well-rounded children and young people, especially disabled students. Therefore our suggestions to reprioritise PE are:

1. PE is essential, not optional – Physical education is a cornerstone for holistic student development, supporting physical health, mental well-being, and social skills. The outcomes of participating in PE also enhance academic performance, creating a ripple effect across other curriculum areas.

2. Integrated learning opportunities – Considering interdisciplinary approaches where PE activities incorporate elements of other subjects, such as maths through scoring systems or geography through movement-based activities. This approach helps balance academic and physical priorities.

3. Flexible curriculum planning – Creative scheduling and integration of PE within the school day. Short, high-impact activities, active classroom breaks, or themed weeks can ensure physical activity is prioritised without detracting from academic subjects.

4. Recognising long-term benefits – Evidence is available that highlights that inclusive PE fosters life skills such as teamwork, empathy and resilience, preparing students for future challenges.

• Only 1 in 4 disabled children participate in school sports regularly. What support systems or policies need to be in place to change this statistic?

I was born into a world where it was not possible for me to represent my school, my town, my county, nor my country at my chosen sport. Whilst I was fortunate to have dedicated teachers within the specialist school environment who were able to support me to access the sports I loved from an early age, there were no external designated pathways for visually impaired kids like me to follow. The first time I received football specific coaching was aged 25, and without the support of my parents and the dedication of those teachers in my early years, I would never have had the opportunity to represent my country at five-a-side football on 144 occasions, scoring a record 128 goals along the way.Acting on athletes’ stories and statistics, ParalympicsGB launched the Equal Play Policy Paper to address the inequalities that exist for disabled young people accessing PE. Research carried out by ParalympicsGB shows there are many reasons why disabled children are sidelined from PE at school. Solutions are complex but there are five areas, across support systems and policies, where tangible change could be made to better support teachers and schools and reverse the current statistics:

• • Empower teachers with the right tools, understanding and resources to deliver truly inclusive PE.
  • Adapt teacher training to ensure the next generation of teachers have the skills and confidence to deliver truly inclusive physical education.
  • Redefine how PE is seen within the school curriculum, ensuring it becomes a priority across the education system.
  • Redefine how PE is viewed, moving away from a narrow focus on traditional sports towards a broader concept of physical literacy.  
  • Increase the number of disabled people entering the teaching profession including teaching physical education.

• What are the core elements of ParalympicsGB’s proposed “cultural shift” in how PE is viewed in schools, and what would be the first steps for schools and policymakers?

ParalympicsGB is calling for a cultural shift in PE, focusing on making physical education more inclusive and accessible for the 1.5 million disabled children and young people in schools today. The core elements for this shift include broadening physical education beyond competitive sports to emphasize physical literacy; incorporating inclusive practices by adapting PE lessons to ensure disabled students can participate; and promoting the Social Model of Disability  encouraging schools to create more accessible environments. Finally, increasing representation of disabled role models in PE to inspire students and improve understanding among teachers.

The first steps for schools and policymakers include:

• Revise the PE curriculum to ensure inclusivity is embedded.
• Invest in Teacher Training on inclusive practices and disability awareness.
• Increase representation of disabled role models in PE.
• Embed the Social Model of Disability in teacher training and school policies.

• How can teachers, schools, and local communities best support ParalympicsGB’s Equal Play Campaign, and what role can teachers play in advocating for these curriculum changes?

This campaign calls on schools and teachers to ensure every child, regardless of ability, has the opportunity to experience the joy, confidence, and lifelong benefits that physical activity can bring.

I was born into a world where it was not possible for me to represent my school, my town, my county, nor my country at my chosen sport. Whilst I was fortunate to have dedicated teachers within the specialist school environment who were able to support me to access the sports I loved from an early age, there were no external designated pathways for visually impaired kids like me to follow. The first time I received football specific coaching was aged 25, and without the support of my parents and the dedication of those teachers in my early years, I would never have had the opportunity to represent my country at five-a-side football on 144 occasions, scoring a record 128 goals along the way.

Teachers are vital in advocating for physical education lessons that incorporate activities designed for students of all abilities, such as sitting volleyball or boccia. Teachers can also play an essential role in raising awareness in schools through educating students and staff about the importance of equality in sports, using Paralympic values as a teaching point to inspire empathy, understanding, and teamwork. More information on this can be found at Get Set / Equal Play page

If you’d like to find out more, please contact us at equalplay@paralympics.org.uk.